This study sought to analyze the role of education administrators and how the hours worked by administrators correlated to student literacy outcomes and teacher satisfaction. This study used a correlational design using ex post facto survey data for 24 school districts over three years. To analyze the administrator's opinions of their jobs, qualitative was collected via surveys and a focus group and analyzed. Overall, the study found a negative, weak relationship between administrators working less than 50 hours per week and literacy scores. The study also found a weak negative relationship between administrators working 51 to 60 hours a week and dissatisfied teachers. A primary theme from the qualitative data was the workload of a principal varies from day-to-day. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]