| There is an abundance of literature supporting the notion that the principalship, particularly the public secondary school principalship, has become so complex in recent years that it is nearly impossible for one person to successfully address all of the responsibilities associated with the role (Adelman & Taylor, 2001; Fullan, 2014; Kafka, 2009; Ravitch, 2010; Tekleselassie & Villarreal, 2011). Changes to the demographic make-up of student bodies, increased abdication of responsibilities by the parent community, public pressure for better school performance data, and unprecedented levels of federally-dictated accountability have complicated the principalship at a time when strong educational leadership is critical (Brown, 2005; Catano & Stronge, 2006; Conrad & Rosser, 2007; Fullan, 2014; Schoen & Fusarelli, 2008; Styron & Styron, 2011). Many believe that accountability and the standardized testing movement are out of control and that federal legislation including No Child Left Behind and Race to the Top are forcing principals to focus on the wrong drivers (Fullan, 2014; Ravitch, 2010; Schoen & Fusarelli, 2008; Styron & Styron, 2011).;This phenomenological study was designed to understand, through the lived experiences of sitting public high school principals, how school leaders describe the balancing of instructional leadership practices with their other responsibilities in this era of high-stakes accountability. |
