Abstract
Purpose. The purpose of this study was to determine if there is a significant change in the perceived roles of the elementary principal in California within the past eleven years. The amount of experience as a principal was considered in examining the roles of current principals. Methodology. Descriptive and ex post facto research was used in this study. Data on current principals' roles were collected by replicating a survey done by Jonathan Hill in California in 1989. Results of the two studies were compared to determine if significant change occurred in principals' perceived roles between 1989 and 2000. The data on current principals' roles were also used to determine if there was a significant difference in the perceived roles of less-experienced and more-experienced elementary principals. Findings. Of the activities considered routine by half of the principals, about one-third involved working with school staff and another third were "paperwork" projects; the fewest are related to working directly with students. Supervising and evaluating teachers was the task regarded as routine by more principals than any other role. Principals spend a substantial amount of time meeting with parents, both in groups and individually. There was no significant difference between less-experienced and more-experienced principals' perceptions on any of the forty-four roles listed on the questionnaire. There was significant change from 1989 to 2000 in only two roles. Principals in 2000 perceived themselves spending more time attending school community meetings and traveling to work-related places than their counterparts did eleven years earlier. Recommendations. Educational administration programs at universities must train aspiring principals to be both managers and instructional leaders. Only when routine managerial activities are effectively handled can a principal use the leadership skills that are traditionally taught in education administration classes. Superintendents and personnel directors must balance their desire for visionary leaders with an acknowledgment of their need for well-organized and proficient managers. Teachers considering school administration should shadow a principal for some time before they begin an administrative program. Fully understanding the many and varied responsibilities of an elementary principal is crucial to being successful and satisfied in the role.