This dissertation examines the role of empathy on the change process in large suburban high schools in the face of the societal push for more quantitative measures of school achievement. This qualitative, Grounded Theory study, which is based on a series of twelve interviews of six interviewees, two per interviewee, triangulated information on how empathy affects change initiatives in large high schools. A thorough examination of the literature shows that empathy is a prime motivator in change leadership in the private sector, and this concept is applied to the school setting to explore how empathy affects the success and lasting effects of change initiatives in schools. Through Grounded Theory methodology, this study arrives at the conclusions that empathy and agency are both critical determinants of the success of school change processes. The study demonstrated that the four sub-themes of relatability, vulnerability, honesty, and trust are key leadership attributes that support the major change in leadership components of empathy and agency. The study provides an Empathy & Agency Framework for school administrators to utilize in their leadership to present and affect more people-centered lasting and successful change initiatives. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]