This paper reports some of the main findings of an observational study conducted in Malta which looks into the work patterns of a group of primary school principals in the state sector. The study attested to the multi-varied, hectic, discontinuous and essentially superficial nature of the principal's role. Their main energy was devoted to keeping the schools ticking over in the short run with little time being devoted to matters of direct relevance to the teaching and learning process. The dominant model was of a transactional, and not a reflective or transformational, leader engaged primarily in fixing things.
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