According to teachers, principals with elementary teaching experience provided more helpful and actionable direct instructional support in some cases¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teacher reports indicated that principals with elementary school teaching experience provided more helpful and actionable direct instructional support in some cases. → Matthew Johnson 2021
Evidence¶
Matthew Johnson 2021¶
Matthew Johnson, Christina Tuttle, Susanne James-Burdumy, Alison Wellington. (2021). Time to Lead: An Illustrative Look at How Elementary School Principals Spend Their Workweek. U.S. Department of Education, Institute of Education Sciences. https://www.mathematica.org/publications/time-to-lead-an-illustrative-look-at-how-elementary-school-principals-spend-their-workweek
q2 · i? · associational · r?
Teacher survey evidence in the snapshot indicates that principals with elementary teaching experience "provided more helpful and actionable direct instructional support in some cases." The qualifier 'in some cases' is retained; no effect size is printed.
"And according to teachers, they provided more helpful and actionable direct instructional support in some cases."
Discussion¶
Related Claims¶
- Elementary school principals spend more than one-third of their workweek providing instructional support to teachers, split fairly evenly between direct and indirect support — related
- Principals with elementary school teaching experience reported providing more extensive direct instructional support to teachers — related
- Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not — related
- Networks and professional learning communities of practicing principals support sharing best practices and problem solving on the job — related
- The modern principal's job has expanded from administrative oversight to instructional leadership and staff collaboration — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teaching-experience-principals-more-helpful-support |
title |
According to teachers, principals with elementary teaching experience provided more helpful and actionable direct instructional support in some cases |
description |
According to teachers, principals with elementary teaching experience provided more helpful and actionable direct instructional support in some cases |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — matthew-johnson-2021 |
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