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Despite increased focus on the importance of the time principals spend on instructional leadership, there is little research on practical ways to help principals manage their time to achieve this goal. The purpose of this paper is to examine the implementation of the school administration manager (SAM) process: a unique program designed to help principals orient their time toward instructional activities.

This mixed-methods study combines data from multiple sources including: case studies of four districts that involved interviews with principals and program staff in 16 schools; interviews with network-level staff and administrators; a survey of 387 principals and 378 program staff; and time use data collected by shadowers as well as a time-tracking calendar system for 373 principals.

Principals and their teams implemented the SAM process with relatively high fidelity. In addition, most participated in the program to increase time spent on instructional tasks. Indeed, principals’ time use shifted from managerial to instructional tasks as they implemented the program. However, there were important challenges related to the time and personnel resources required to implement the program as well as questions about the quality of the instructional leadership time spent.

This study describes not only time allocation, but also a process through which principals intentionally sought to shift their time toward instructional leadership activities. The insights gained from the implementation and outcomes of this process provide concrete direction for policymakers, practitioners and researchers looking for ways to change the time principals spend on instructional leadership.

The purpose of this study was to investigate how and through which social-cognitive constructs, emotions influence healthy food shopping behaviors. Direct effects of those constructs, as well as indirect effects of consumer emotions are considered.

An altered version of the Social Cognitive Theory, including intention, socio-structural factors, outcome expectancies and self-efficacy with the addition of consumer emotions was analyzed using structural equation modeling. Data of 1,181 volunteers were collected in Germany in 2021 through an online survey.

Intention was the most important positive predictor of food choice, while socio-structural factors had the biggest impact on intentions. Those were mostly influenced by self-efficacy, which was strongly predicted by consumer emotions. Outcome expectancies did not influence the current model in any way. Consumer emotions did not directly influence intention, nor actual choice, however showed to be influencing those variables through indirect effects.

Marketers could benefit from these results by incorporating the current findings into existing marketing strategies through targeting a combination of social cognitive constructs, as well as consumer emotions to facilitate healthier food shopping behavior.

Affect has received increasing attention in regards to its impact on healthy eating behaviors in recent years. Less attention has been paid to the mechanisms through which emotions influence healthy nutrition behavior, specifically how consumer emotions influence healthy food shopping behavior.

Previous studies found that principals must be involved in both instructional leadership and organizational management, yet they did not explain how the former supports the latter. To narrow this gap in the available research-based knowledge, the current study explored the contribution of organizational management to instructional leadership.

This study was qualitative in nature. The study participants were 28 principals of elementary schools in Israel. Data were collected through semi-structured interviews. Data analysis, based on coding, aimed to cluster the eight organizational management functions according to how each function supports instructional leadership.

The present study revealed that the eight functions of organizational management support four main aspects of instructional leadership: (1) Developing a positive learning climate; (2) Improving teaching quality; (3) Realizing the school instructional vision; and (4) Enabling instructional leadership.

The findings of this study reinforce the argument that although instructional leadership is the critical component of effective school leadership, it should be supported by other frameworks.