There is a disconnect between what principals are being asked to manage and accomplish and the level of support they receive to meet expectations. At a time when rhetoric on the principalship is focused on collaboration, most principals find themselves working in an isolated position within hierarchical organizations. And while principals are…

Principals can profoundly influence student achievement by leading school change, but they cannot turn schools around by themselves. District leaders need to create working conditions that support and encourage change for improved achievement, rather than hindering principals' abilities to lead change. This report includes principals' perceptions…

This brief focuses on a vital aspect of efficacy known as "collective teacher efficacy" (CTE). CTE refers to the perceptions of teachers that the efforts of the faculty as a whole will have a positive effect on students. Principals and district leaders should turn their attention to improving CTE because it has an impressive list of positive…

There is not much research on the effectiveness of co-principals. A simple Google search reveals how many schools have implemented the idea. What little is written was written either in the early 1980's or within the last few years. Very little focuses specifically on high schools. The idea of co-principals has been used to devote more time to…

Summarizes a case study of dilemmas facing a Western Australian secondary headteacher involved in restructuring his school. Analyzes his methods of coping with intractable situations (like school expansion and performance management) and outcomes. Dilemmas offer both opportunities and challenges for visionary, proactive, and creative school…

Offers insights and themes observed in six restructuring schools studied in 1991-92. Results show that principals' importance varies, sharing of power is fragile, leadership and power are often dispersed, changes in decision-making structures sometimes improve instruction, and power redistribution and shared purpose can foster either increased…

Chronicles perceived dilemmas of 20 Australian principals whose work lives were preoccupied with school restructuring. Findings suggest two main types of dilemmas: general, personal/professional "states of mind" and specific, practical organizational dilemmas. Research is needed on devising management solutions and improving leadership…

Principals in restructuring schools are working in an increasingly turbulent policy environment that adds expectations but deletes little from their traditional roles. Two tasks form the basis of newly defined power relationships--delegating responsibilities and developing collaborative decision-making processes. Leading from the center means…

Studies of the principalship have failed to keep pace with the changing contexts in which principals must act. Advocates an edited topical life-history approach to address this problem. Illustrates this claim, using a Western Australia study exploring why some principals are more successful than others at guiding school restructuring initiatives.…

Examines role transitions and role strain resulting from restructuring initiatives in four districts. The 20 principals interviewed had acquired coping skills. Cognitive restructuring and environmental factors moderated role strain effects, along with experience, tenure of position, staff trust, personal leadership style, and degree of autonomy…

This paper analyzes the empirical evidence available to date concerning the evolving role of the principal. First, it briefly describes the effects of fundamental reform measures on the work environment of school principals, with a focus on work overload and role ambiguity. The second section unpacks the available body of empirical research to…

Draws on ongoing case studies of women's initiations of elementary collaborative principalships to discuss dilemmas encountered within the contradictory environment of "centralized decentralization" in New Zealand. Accountability issues have emerged as significant in one school, as the women and their board have been radically…

The complexity of principals' work may be characterized according to three dilemmas: accountability, autonomy, and efficiency. Narrative vignettes of 74 Australian principals revealed that principals were fair and inclusive. When faced with restructuring dilemmas, however, they favored strong over shared leadership, efficiency over collaboration,…

Chaos theory provides a useful mental model for guiding change as leaders garner the energy from unpredictable events for realizing transformation goals. The paper considers chaos theory as a framework for managing school change toward Total Quality Management work cultures. Change is possible to manage when plans are made and then followed by a…