This article reports a study of the changing role of the principal in Washington State. Utilizing survey research, the findings reinforce role change and that the impact of changes vary between school levels and geographic location. In addition, the findings suggest that several aspects of role change for principals have resulted in principals reporting more hours worked, increasing managerial responsibilities supplanting leadership, and increased levels of frustration. In the midst of an environment of policy and social change, the role of the principal continues to be both important and under increasing strain. The article concludes with recommendations for policy makers and principal preparation and support.
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