Research concerning the changing roles of the school principal is summarized in this paper, with a focus on the historical conflict between the instructional leadership and administrative roles. Efforts in educational reform are reviewed, which have brought about school restructuring, role conflict, and changes in communication. A review of reform efforts in school leadership identifies four domains of the principalship--functional, programmatic, interpersonal, and contextual. A conclusion is that calls for school reform have greatly affected principal roles. Principals will act as facilitators for shared governance, participant empowerment, school-based decision making, and expanded student potential. Because the obstacles to effective principalship are indicative of larger, fundamental problems, interrelationships in school operation must be considered. (32 references; 23 bibliographic sources) (LMI)