The problem is that Connecticut school principals face time allocation challenges impacting their ability to ensure student growth in reading and mathematics. With the knowledge of which actions have the greatest impact on student growth, principals can make strategic use of time to increase student achievement. The gap in the literature is that present research offers principals guidance on what type of leader to be but falls short in identifying what specific uses of time, if any, are most highly correlated with student growth. The purpose of this quantitative, correlational study was to examine the relationship between principals' use of time and student growth, as measured by the Smarter Balanced Assessment. Behavioral Theory provided the foundation for this study. This study was designed to determine if a correlation existed between the time that principals spent in classrooms or time principals spent interacting with teachers and student growth in reading and mathematics. This study examined the relationship between how Connecticut principals spent their time and how their 4th - 8th grade students grew on the Smarter Balanced Assessment during one school year. This study utilized purposeful sampling to obtain input from 89 of the 885 Connecticut principals utilizing a Google Form, sent to emails found on the State of Connecticut Department of Education's public site and examined the correlation with student growth data, retrieved from the same site. The data were analyzed using the Pearson product-moment correlation coefficient. A significant correlation between principals' time spent interacting with teachers about teaching and learning and student growth in mathematics was found. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]