The principal's workday: A comparative analysis of performance standards and principal practice.

The responsibilities of principals have increased significantly in the past decade to include the accountability for the success of all students as well as responsibility for school operations. This study explored the nature of the workday tasks performed by elementary principals in schools with varying socioeconomic levels and the congruence of these tasks with the newly revised performance standards, The Educational Leadership Policy Standards: ISLLC 2008. While all elementary principals performed tasks related to the standards and functions to varying degrees, principals in schools with higher poverty levels reported spending a significantly greater amount of time on tasks related to ISLLC Standards 1 and 5. Examination of the tasks performed by elementary principals revealed that routine communication tasks were performed with the greatest frequency and duration of time, yet this task is not specifically addressed in the Standards and functions. Implications of this study indicate the importance of alignment of standards with principal practice and the need to take into account the increased responsibilities and complexity of the principalship in order to attract and retain the highly qualified school leaders needed for the future.