0.6 Walker, j. (february 2009). superheroes or sams? a change in  (Page 8/7)

The multiple demands and job expansion of the leader-manager

Historically, the principal’s role was typically that of manager, a concept derived from management principles first applied to industry and commerce and adopted by the educational system (Bush, 2008). The responsibilities of the leader-manager included maintaining safe buildings, overseeing the budget, completing and submitting reports, complying with regulations and mandates, coping with personnel issues, and dealing with parents (Portin, Shen,&Williams, 1998). Being a good building manager was once sufficient, but the principal’s role has expanded. The job today necessitates the emergence of a new kind of leader with the focus shifting from accountability for how resources are expended to include accountability for student achievement (Cooley&Shen, 2003).

Effective schools research in the 1980s essentially gave birth to the connection between the school leader and student achievement and recent studies of successful schools continue to connect strong school instructional leadership to higher student achievement (Hallinger&Heck, 1996; Institute for Educational Leadership, 2000; Leithwood, Louis, Anderson,&Wahlstrom, 2004; Waters, Marzano,&McNulty, 2003). Although the need for both instructional leadership and management exists, the conflicting demands and layering of responsibilities have dramatically impacted the role of the principal (Chirichello, 2003; DiPaola&Tschannen-Moran, 2003; Duffie, 1991; Portin et al., 1998).

Due to the increased level of responsibilities, the principal’s job extends to 60-80 hours per week and includes supervision of weekend and evening activities (Cushing, Kerrins, Johnstone, 2003; DiPaola&Tschannen-Moran, 2003; Ferrandino&Tirozzi, 2000; Pierce, 2000; Yerkes&Guaglianone, 1998). In 1995 the Association of Washington School Principals (Portin et al., 1998) conducted a statewide survey of their membership to determine the changes in the educational environment and their influence on work life of principals. Over 90% of the respondents reported an increase in the scope of their responsibilities. More specifically, 83% indicated increased interactions with parents, 77% said they had greater numbers of students requiring services, and 81% said there had been a substantial increase in managerial responsibilities. Approximately 90% of the principals in this study indicated they spent more hours in their job now than they did five years ago. Many of the principals reported feelings of frustration and were less enthusiastic about their jobs.