Executive Summary

This study examines the changing nature of principals’ work. It seeks to provide a more accurate picture of what principals do on a daily basis, and the challenges and possibilities inherent in their work. Data collection was carried out using a mixed methods design that included focus groups and an online survey. Four focus groups were conducted to provide initial insight into the contemporary nature of principals’ work, and as an opportunity to pilot and receive feedback on the online survey. Three of the focus groups were conducted with groups of between six and nine current Ontario principals who piloted the survey and provided valuable feedback. The fourth focus group was conducted with members of the research team in order to incorporate feedback received from pilot focus groups. The online survey included 60 questions that touched on a number of aspects of principals’ work. A total of 1,821 OPC members responded to the survey when it was active for 26 days in October, 2013. After eliminating completions by non-principals and accounting for missing data, there were 1,423 surveys available for analysis. This represents a response rate of 52.68%. The sample is largely consistent with that of the larger principal population in Ontario.

Descriptive and inferential statistical analyses revealed a number of intriguing findings. On average, principals reported working 58.7 hours per week. This finding was consistent across the sample; there were only minor variations (+/- 1.5 hours per week) based on the principals’ gender, experience, level of education, and contextual factors such as the size and socio- economic status of the community surrounding the school.

Policies have a significant influence on what principals actually do at work, and in particular on their duties and responsibilities. Regulation 274/12 (77.7%), which deals with hiring practices and regulations, Growing Success (77.4%), and the Safe School Act – Bill 212 (69.1%), were cited by the participating principals as having the most influence on what they do on a daily basis. This study also revealed that principals face a number of challenges and possibilities in their daily work. These challenges and possibilities include recognition for the work principals do, managing mental health concerns in the school community, implementing and responding to provincial initiatives and mandates, and dealing with staff who are resistant to change. Principals employ a number of strategies to cope with these challenges, including spending time with friends/family, watching television or movies, and reading. However, 29% of the sample also indicated that they self-medicate in an effort to deal with the emotional toll of their work. When asked what skills they have had to learn in the past twelve months, principals indicated emotional intelligence/relationship-building skills, inter-personal communication skills, and knowledge of effective teaching and learning were the top three areas they strengthened to better navigate the changing education agenda.

Despite finding some minor contextual differences in what principals do and how they do it, the lack of any major variations in principals’ work across personal and contextual variables implies that the principalship has become so structured and rooted in compliance that there is little room for principals to demonstrate professional judgement or autonomy in their daily work.