| School principals’ job satisfaction: The effects of work intensification F Wang, KE Pollock, C Hauseman Canadian Journal of Educational Administration and Policy 185, 73, 2018 | 188 | 2018 |
| Complexity and volume: An inquiry into factors that drive principals’ work K Pollock, F Wang, DC Hauseman Societies 5 (2), 537-565, 2015 | 138 | 2015 |
| The changing nature of principals’ work K Pollock, F Wang, C Hauseman OPC Register 3, 22-26, 2014 | 70 | 2014 |
| The use of e-mail and principals’ work: A double-edged sword K Pollock, DC Hauseman Leadership and Policy in Schools 18 (3), 382-393, 2019 | 69 | 2019 |
| Inconvenient, but Essential: Impact and Influence of School-Community Involvement on Principals' Work and Workload. DC Hauseman, K Pollock, F Wang School Community Journal 27 (1), 83-105, 2017 | 62 | 2017 |
| Collaboration, communication and wellness: Response to the COVID-19 pandemic in Manitoba schools. C Hauseman, S Darazsi, S Kent International Studies in Educational Administration (Commonwealth Council …, 2020 | 54 | 2020 |
| The changing nature of principals’ work: Final report K Pollock, F Wang, DC Hauseman The Ontario Principals’ Council, 2014 | 35 | 2014 |
| Canada: Principal leadership in Canada K Pollock, DC Hauseman A Decade of Research on School Principals: Cases from 24 Countries, 211-244, 2016 | 29* | 2016 |
| Strategies secondary school principals use to manage their emotions C Hauseman Leadership and Policy in Schools 20 (4), 630-649, 2021 | 27 | 2021 |
| The changing nature of vice-principals’ work: Final report K Pollock, F Wang, C Hauseman The Ontario Principals’ Council, Toronto, ON, Canada, 2017 | 24 | 2017 |
| “I am here for the students”: principals’ perception of accountability amid work intensification F Wang, C Hauseman, K Pollock Educational Assessment, Evaluation and Accountability, 1-24, 2022 | 21 | 2022 |
| Principals’ work in contemporary times K Pollock, C Hauseman Toronto: Ontario, 2015 | 21 | 2015 |
| Ontario principals’ and vice-principals’ well-being and coping strategies in the context of work intensification F Wang, K Pollock, DC Hauseman Perspectives on flourishing schools, 287-304, 2018 | 19 | 2018 |
| Nerdy know-it-alls” and “paranoid parents”: Images of alternative learning in films and television programs DC Hauseman The Journal of Unschooling and Alternative Learning 5, 2011 | 19 | 2011 |
| Time demands and emotionally draining situations amid work intensification of school principals F Wang, K Pollock, C Hauseman Educational Administration Quarterly 59 (1), 112-142, 2023 | 18 | 2023 |
| Principals’ work in contemporary times: Final report K Pollock, C Hauseman The Ontario Principals’ Council, 2015 | 16 | 2015 |
| Youth-led community arts hubs: Self-determined learning in an out-of-school time (OST) program DC Hauseman Cogent Education 3 (1), 1210492, 2016 | 15 | 2016 |
| The changing nature of vice principals’ work K Pollock, F Wang, DC Hauseman Final report for the Ontario Principals’ Council, 2017 | 12 | 2017 |
| Proactively Mitigating School Leaders' Emotionally Draining Situations. K Pollock, F Wang, C Hauseman Canadian Journal of Educational Administration and Policy 190, 40-48, 2019 | 11 | 2019 |
| The teacher learning and leadership program: Research report 2014–15 C Campbell, A Lieberman, A Yashkina, C Hauseman, J Rodway Ontario Teachers’ Federation, 2015 | 9 | 2015 |
