Effective schools research gave birth to a new role for principals: instructional leader. Recent studies have suggested the relationship between strong school instructional leadership and higher student achievement. Skeptics question whether the principal’s job is realistic and reasonable, with its emphasis on instructional leadership, multiple managerial responsibilities, and conflicting time demands. A more crucial question is, can the job allow the principal more time for instructional pursuits to provide greater impact on student learning? The answer to which this article explores.
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