Complexity and Volume: An Inquiry into Factors that Drive Principals’ Work

Abstract

Background: The work of contemporary school principals is intensifying in terms of its complexity and volume. Many factors moderate and drive such work intensification. This study aims to understand what and how factors interact to complicate principals' work. Methods: Focus groups and an online survey were used for data collection. Three focus group sessions with eight principals were conducted to help develop and refine the online survey. The survey covers 12 key areas in principals' work and was distributed among the members of Ontario Principals' Council. Descriptive statistics, correlation and factor analysis were conducted on survey results. Results: The study shows that there are many key areas that moderate principals' work, such as administrative duties and responsibilities, jurisdictional policies, external influences, partnerships, and challenges and possibilities. School principals are experiencing increased expectations at work in terms of the number of tasks they are expected to undertake, the duration of time they are required to complete those tasks, and the many challenges they face at their work. Conclusions: Principals' choice of leadership approaches and practices is subject to factors that exist within and beyond schools. Such factors moderate the way that principals carry out their work and limit their choices in exercising their professional autonomy.

“I am here for the students”: principals’ perception of accountability amid work intensification

“…For example, Ontario principals are expected to build relationships and develop people by providing support and demonstrating consideration for individual staff members; stimulating growth in the professional capacity of staff; building trusting relationships with and among staff, students, and parents; and establishing productive working relationships with teacher federation representatives (Ontario Leadership Framework, 2013). We know from our research that, in terms of the people with whom principals spend their time, 70.7% of principals indicated that they have high or very high levels of interaction with classroom teachers (Pollock et al, 2015). It surprised us that teachers were not ranked higher on the list; this led us to infer that the amount of time principals spend with a particular stakeholder group does not determine the degree to which they feel accountable to said group.…”

Principals’ Self- and Interpersonal Leadership Amid Work Intensification

“…Research that investigates principals’ work intensification and their coping strategies generally uses a quantitative survey research design (Alberta Teachers’ Association [ATA], 2017; Pollock et al, 2014, 2015, 2017; Riley, 2016). There is a lack of qualitative research that allows for the data to have an enhanced level of details and complexities to glean further insights into the phenomenon.…”

“…A plethora of research makes clear that school principals work under extremely stressful conditions and constantly struggle to cope with their work intensification (Alberta Teachers’ Association [ATA], 2017; Darmody & Smyth, 2016; Leithwood & Azah, 2014; Pollock et al, 2014, 2015, 2017; Riley, 2016). Work intensification refers to how hard and fast principals are working in any given period (Fein et al, 2017).…”

Attracting and Retaining School Leaders: A Case Study of Two Municipalities in Sweden.

“…Drysdale et al (2016) claim that the nature of school leaders' work is changing and that this leads to complications. Pollock et al (2015) provide evidence of the full extent of the nature of school leaders' work and focus on particular aspects of the role, such as leadership (Gurr 2015;Leithwood, Patten & Jantzi 2010), trust (Tschannen-Mora & Gareis 2015 and the interactive nature of administrative work (Spillane 2015). In this way, they provide a more accurate picture of school leaders' work.…”