Principal Meetings: Pressure Mechanisms That Shape Professional Knowledge

Abstract

Research suggests that principals spend between 50 and 85 percent of their time in meetings and principal meetings are frequently mentioned across educational literature, yet these daily interactions have been overlooked as research topics. This paper studies the relationship between principal meetings and the of professional knowledge. Qualitative data was gathered from an ethnographic case study of principal meetings across two schools. Data analysis shows that planned and unplanned principal meetings interconnect to serve as pressure mechanisms that emphasize and accomplish professional responsibilities. This paper calls for further attempts to develop theory and scholarship about principal meetings.