Stakeholder Perceptions of Four-Day School Weeks: Leadership and Policy Implications in K–12 Education

Abstract

As school districts increasingly consider four-day school weeks to address staffing shortages and educator burnout, educational leaders must weigh potential benefits against instructional, equity, and community implications. This study employed a convergent mixed-methods design to explore the perceptions of teachers, administrators, and school board members regarding a four-day school week, drawing from diverse school districts throughout the United States. Quantitative survey data were analyzed to identify differences across stakeholder groups, while qualitative data from surveys, focus groups, and interviews were thematically analyzed to provide contextualized explanations. Findings indicate administrators and school board members more strongly perceived benefits related to recruitment and retention, whereas teachers emphasized improvements in work–life balance and sustainability. Teachers also expressed greater concern regarding instructional quality, student fatigue, childcare access, and equity for families with limited resources. Integrated findings suggest stakeholder support for a four-day schedule is conditional and shaped by role, proximity to practice, and perceived mitigation strategies. Implications for school leadership highlight the importance of inclusive decision-making, equity-centered planning, and ongoing evaluation when considering alternative scheduling models.