A historical overview of the principalship is the story of a position in constant flux, responding continuously to a changing society and the demands that those changes bring to bear on the educational system. If the 1960s and early 1970s can be described as periods of uncertainty for the principalship, the late 1970s and early 1980s can be recognized as the period when the principalship came into its own, as it gained recognition as a key position in the determination of effective schools.

Research studies conducted during the 1960s emphasized the need for the principals to assume a leadership role, with an emphasis on management of personnel resources for performance, morale, and productivity. Studies during the 1970s and early 1980s revealed insights into the nature of the principalship, and focused on those characteristics exhibited by effective principals.

Faced by ever present societal demands for accountability, efficiency, and effectiveness at a time when the economy was on the downswing, coupled with constraints being placed upon their management prerogatives, principals were faced with many challenges during the 1970s and 1980s. During that period, research findings revealed that the nature of the principalship was reminiscent of a rapidly changing society. Time was a scarce commodity for principals who lived a fast paced, complex, and highly personal role, characterized by brevity of tasks, continuous face-to-face encounters, which often required on-the-spot decision making. Effective principals were described as diverse, proactive, people-oriented, risk takers, who were, for the most part, non-beleaguered and able to deal with the highly energized and demanding job. Another common characteristic of principals was their major stressor--dealing with teacher performance and evaluation, particularly when interpersonal conflicts and forced resignation were eminent. The second greatest stressor was perceived to be a threat to the physical status and/or job security of principals. In order to deal with their highly demanding and stressful jobs, principals were observed employing various coping mechanisms that enabled them to maintain control in often ambiguous roles.