Procrastination is unnecessarily delaying starting, completing, and maintaining a task, even when the person has the required tools, skills, or authority to conduct that task. The workload that needs to be handled by the school principals can be overwhelming and can cause a delay in tasks being fulfilled by the principals. School principals should have a range of management competencies to run schools more efficiently. These traits include the principals’ leadership styles, decision-making processes, or personal traits. While evaluating the procrastination and workload of school principals, their management resourcefulness, and how it interacts with the other factors should also be evaluated. Principals’ determination to achieve their goals and purposes has a positive impact in terms of decreasing procrastination behavior. The paper first provides a discussion on how procrastination as a concept has been understood in the literature. Then, it discusses how other researchers have investigated the issue of procrastination in principals, paying attention to how workload and management resourcefulness have factored into previous studies. This study tries to determine the relationships between school principals' procrastination, workloads, and managerial resourcefulness employing the survey method. Data were collected using an online form that included 3 scales: the procrastination behavior scale of school administrators, the role-based workload scale, the managerial resourcefulness scale. Responses from 300 school principals were analyzed. Findings indicate that school principals' procrastination level is high, they perceive low workload, and they do not have satisfactory levels of managerial resourcefulness. It has been revealed that as principals’ workload and management resourcefulness increase, their procrastination levels decrease. This study found that resourceful management styles prevented principals’ from feeling overwhelmed by their workload and meant that they were less likely to procrastinate. Moreover, this research has observed that male school principals are more task-oriented than female principals. No difference was determined according to branch, education, location, and seniority.