School leaders face a time conflict with the enormity of responsibilities in their trust. Principals and assistant principals grapple with the conflict between the instructional leadership and the organizational management requirements of operating a school. Examination of literature regarding school leaders and their instructional and organizational requirements has found an absence of consistent quantitative data on how much time a school leader is spending on instructional leadership tasks and organizational management tasks and an absence of understanding within qualitative studies of the significant matters within a school day and how those align to instructional leadership and organizational management. The Association of Washington School Principal's Framework evaluation tool is used to provide a common set of standards to measure the time on task for school leaders, aligned to the two domains of school administration: instructional leadership and organizational management. Washington State principals and assistant principals are the participants of this study, while the literature examines aspects of instructional leadership and organizational management. This mixed method study found school leaders quantitatively engaged in activities focused on instructional leadership more than activities that focused on organizational management. However, school leader qualitative data suggests a relationship in perspective of significant matters within a school day that align to organizational management. [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.]