School leaders as change agents: Do principals have the tools they need?

Abstract

In the current climate of accountability and calls for school improvement, principals are dealing with unceasing demands to implement new educational reforms. Yet do school leaders feel equipped to implement these mandates? This study investigated the perceptions of experienced elementary principals on whether they felt prepared to be effective change agents. Findings showed that principals felt they had received very little professional development on how to be a leader of change. Instead, their professional learning as change agents occurred through on the job experience and networking with trusted colleagues. This resulted in knowledge gaps in principals’ understanding of the change process. School leaders bear the responsibility of implementing change, yet principals suggest that reforms would see increased success if they were a shared responsibility with district leaders. Insights from experienced principals may help guide improved professional learning practices to provide educational leaders with the necessary skills to lead effective school improvement.

A Value-Based Framework Connecting Environmental Citizenship and Change Agents for Sustainability—Implications for Education for Environmental Citizenship

“…In order to articulate transformative change agency, we apply Shields transformative leadership theory [3,49], which may be regarded specifically as 'change agent leadership' [50]. Shields [49] conceptually differentiates between transformational and transformative leadership.…”

A Psychometric Look at Principal Professional Development

“…This difference may be attributed to confidence in one or more of the three domains of leadership, but not in the domain of instructional leadership. With the focus on instructional leadership (Acton, 2021;Alvoid & Black, 2014;Hallinger, 2007;Lashway, 2003), this disparity is further evidence of the need for professional development.…”

“…Consequently, the second most important influence on students, aside from the teacher, is the principal (Boren, Hallam, Ray, Gill, & Kuanchen, 2017;Coelli & Green, 2012;Wallace Foundation, 2013). School leaders, similar to teachers, need continued professional development to keep up with the ever-changing demands placed on them (Acton, 2021;Prothero, 2015;Rowland, 2017), as the principalship has changed drastically in the last decade or more (Daniel & Griffith, 2017;Goldring, Grissom, Rubin, Rogers, Neel, & Clark, 2018). Effective principals can no longer serve simply as a building manager (Bell, 1991;Bush, 2008); they are to fulfill the roles of aspirational leader, instructional leader, coach, change agent, and team builder (Acton, 2021;Alvoid & Black, 2014;Hallinger, 1992;Reid, 2020).…”

“…School leaders, similar to teachers, need continued professional development to keep up with the ever-changing demands placed on them (Acton, 2021;Prothero, 2015;Rowland, 2017), as the principalship has changed drastically in the last decade or more (Daniel & Griffith, 2017;Goldring, Grissom, Rubin, Rogers, Neel, & Clark, 2018). Effective principals can no longer serve simply as a building manager (Bell, 1991;Bush, 2008); they are to fulfill the roles of aspirational leader, instructional leader, coach, change agent, and team builder (Acton, 2021;Alvoid & Black, 2014;Hallinger, 1992;Reid, 2020). Principal professional development needs have not been met by many districts, despite the suggestion that districts should share in this responsibility (Acton, 2021;Ford, Lavigne, Fiegener, & Si, 2020;Richardson, Watts, & Hollis, 2016).…”

“…Effective principals can no longer serve simply as a building manager (Bell, 1991;Bush, 2008); they are to fulfill the roles of aspirational leader, instructional leader, coach, change agent, and team builder (Acton, 2021;Alvoid & Black, 2014;Hallinger, 1992;Reid, 2020). Principal professional development needs have not been met by many districts, despite the suggestion that districts should share in this responsibility (Acton, 2021;Ford, Lavigne, Fiegener, & Si, 2020;Richardson, Watts, & Hollis, 2016).…”