The daily lives of principals: twenty-one principals in the 21st century

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Deborah Lynn West (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Ulrich Reitzug

Abstract: This is a qualitative dissertation study about the daily work lives of 21 school principals from 10 states across the nation. The study tells the story of the principals' work lives by featuring their voices. Since the inception of No Child Left Behind (NCLB), the principalship has become a position with increased responsibilities and restricted control in an environment of persistent accountability (West, Peck & Reitzug, in-press). This study is a follow up to the previous study (West, Peck & Reitzug,in-press) which revealed spiraling stress-loads in the daily work of 17 principals from one school district. This dissertation study identifies 6 characteristics that most describe principals' work lives. In addition, 5 contextual conditions are identified that principals say most impact their work. Finally, this dissertation describes how principals are impacted by stress in their daily work lives, but also notes the fulfillment principals said makes their work rewarding and worthwhile. All levels of K-12 education and racial and gender diversity are represented in the study sample. This study will help educators understand principal perspectives during the first decade of the 21st century--a time when many principals are leaving the principalship position.

Additional Information

Language: English
Date: 2010
Principal Stress, Principal Voices, Principal Work, Principals, Principalship
School Principals $x Job satisfaction.
School Principals $x Job Stress.
United States. $t No Child Left Behind Act of 2001.

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