The contemporary school principal performs an ever increasing number of complex, largely undefined roles. These roles, to be performed effectively, should be clearly defined; and the principal should be willing to move from the traditional administrative arena toward an acceptance of those new responsibilities designed to help him keep pace with current social and educational changes. Many of the documents reviewed here are concerned with some specific aspects of the principal's role, such as role perceptions and expectations, educational duties, administrative change agent functions, and guidance program responsibilities. The literature examined also reflects some of the problems inherent to the elementary school principalship and offers suggested remedies. Some of the material cited also speculates on the future of the principalship at the elementary level. (Author)