Semester Award Granted

Spring 2025

Submission Date

May 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Thesis/Dissertation Advisor [Chair]

Meredith Mountford

Abstract

The role of the elementary school principal has changed throughout its history. The role has shifted from primarily a managerial role to an instructional leadership role, to the more current role of a multi-faceted operational leader. Recent events, from the Covid-19 pandemic to highly publicized school shootings, has added additional responsibilities to the current role of the principal. The current high-stakes accountability to ensure all students are learning has also added an increased amount of pressure on elementary school principals. The ability to effectively manage both the operational and instructional roles has created stress and anxiety on elementary school principals.

The purpose of this qualitative study was to examine the elementary school principals’ perceptions of the changing roles of elementary school principals. The study encompassed the lived experiences of twelve elementary school principals in a large, urban school district in the Southeast. Semi-structured interviews were utilized and a document analysis was conducted of the principal evaluation tool, the principal job description, and the number of memos received by the principals over a one-month period. Data analysis was conducted through rounds of open and axial coding. The three thematic findings revolved around a major role shift from instructional leader to a multifaceted operational leader. Other findings were centered on the role of high stakes accountability in relationship to the shifting roles of principals and principals’ strong desire for more job autonomy and strategic support.

The study’s outcomes call attention to the role district leadership, district departments, school boards, and state leaders have on impacting the role and responsibilities placed on elementary school principals. The current environment of high-stakes accountability, along with the increasing operational demands being placed on principals, is adding additional stress and anxiety on elementary school principals. Educational leaders must be mindful of the current demands placed on elementary school principals and support them in balancing the operational and instructional needs they face on a daily basis. It is imperative that the educational landscape supporting the elementary school principal is designed to minimize the political and operational distractors that divert attention away from supporting their staff in improving the academic outcomes of all students.

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