Growing appreciation for the potential impact of principals ontheir schools has stimulated a significant body of research concerningthe principalship. While many aspects of the principalship have been theobject of study, it is often difficult to determine the relationshipamong these studies and how these studies, as a whole, contribute to abetter understanding of the principalship. It is also difficult to judgewhich aspects of the principalship would provide the most productivefocus for subsequent research. The review reported in this articleaddressed both sets of difficulties by analysing a total of 135empirical studies conducted between 1974 and 1988 60 of these studieswere reported between 1985 and 1988 and received more attention than theearlier 75. Results of the analysis identify aspects of theprincipalship about which much is known, approaches to research whichappear to have exhausted their usefulness and areas in which furtherstudy seems likely to be of most value. One major conclusion from theanalysis is that we know most about effective principal practices andleast about how such practices develop.
Journal of Educational Administration – Emerald Publishing
Published: Apr 1, 1990