Elementary school principals' perceptions of the effects of multi-track year-round education on their instructional leadership activitie

The purpose of this study was to examine multi-track Year-Round Education (YRE) elementary school principals' perceptions of the effects of YRE on their instructional leadership activities.;A review of the related literature revealed that principals perceived that multi-track YRE has increased their management activities. A questionnaire was developed and sent to a selected sample of 105 principals who served at multi-track (60-20 calendar) YRE elementary schools with grade level configurations of K-5 and K-6. In addition, the principals selected for this study had prior experience as principals of traditional calendar schools and were assigned full-time administrative assistance (e.g., vice-principal, assistant principal, or equivalent). Ten of 64 principals who returned completed questionnaires were interviewed.;The results of this study indicated that a majority of the principals perceived that multi-track YRE has not reduced the amount of time allocated to their instructional leadership activities. Also, there were no differences in perceptions between principals regarding the effects of multi-track YRE on their instructional leadership activities in relationship to years of service as a principal at a multi-track YRE school. A majority of the principals indicated that multi-track YRE has increased time allocated to their management tasks. In addition, a majority of the principals indicated that multi-track YRE has increased their workday on an average of 1 to 2 hours.;Recommendations were proposed based on the findings. Districts in the process of implementing multi-track YRE should not consider the effects of YRE on principals' instructional leadership activities a major constraint. However, districts should be cognizant of the multi-track YRE principals perceptions regarding increased intensity, stress, and demands of YRE and address this issue as needed.