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Abstract
The purpose of this study was to examine the effects of accountability on principals' instructional leadership practices by examining two groups of principals. The researcher sought to understand what accountability reform meant to participants, and if this reform had changed their work as principals. Elementary school principals from the state of Georgia (N = 150), including 82 Georgia elementary school principals whose schools made Adequate Yearly Progress during the 2002-2003 school year and 68 Georgia elementary school principals whose schools did not make Adequate Yearly Progress for the 2002-2003 school year, were surveyed. Data for this quantitative study were collected using a survey instrument, the Principal Accountability Survey, developed using the current related literature regarding accountability, the work of the principal, job stressors, and the evaluation of principals effectiveness. The responses from the survey plus demographic data were analyzed using both descriptive and inferential statistics. The findings indicated that there were no statistically significant differences in the way that the two groups of surveyed elementary school principals coped with increased mandates for accountability, the changing nature of their work as instructional leaders, the obstacles they faced, and differences in the obstacles faced by principals relative to their work.