A principal’s interruptions: time lost or time gained?

Abstract

The article notes that, sometimes explicitly but always implicitly, the “time management” literature condemns interruptions. The article reports on two studies of interruptions experienced by principals in primary and secondary schools in New South Wales, Australia. Data were gathered via structured, non‐participant observations of principals at work. Analysis reveals the frequency, length, source and type of interruptions sustained. Contrary to the literature, principals did not view interruptions as hindering their tasks as school leaders. Time spent on interruptions is regarded essentially as time invested rather than time lost.