Transformational Change and the Evolving Role of the Principal: Early Empirical Evidence.

Abstract

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 determine how the principal's role is changing as a result of school-improvement efforts. It draws on research from seven countries--Australia, Belgium, Canada, Great Britain, Israel, the United States, and New Zealand. These role changes are categorized as: leading from the center; enabling and supporting teacher success; managing reform; and extending the school community. Finally, the third section examines the dilemmas confronting educational leaders in their quest to restructure schooling. These dilemmas, or areas in which principals have considerable doubt, are described as the complexity dilemma, the search dilemma, the self dilemma, and the accountability dilemma. Contains 83 references. (IA° *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

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