Abstract
An urban school district is undergoing a process of change as proposed in the educational reform agenda introduced by a new superintendent. This qualitative research study provides insight into the concerns of some elementary school principals in the district during the initial phase of the reform as they deal with the transition from a historically bureaucratic to a decentralized system, attempt to make sense of their dilemmas, and seek new ways of managing in a restructured environment. Major issues revealed in this study indicate there are some basic considerations to be addressed in initiating a districtwide process of change and eliciting site administrator support (i.e., understanding the dilemmas of managing in a different power structure, providing opportunities for sufficient input, and devising a sound professional development program for principals to assist in reconceptualizing administrative roles). Implications suggest that it is essential for top school executives initiating change processes to develop good communication processes and gain an understanding of the cultural norms of a school system to gain the commitment of school principals and school constituencies. This study, which contributes to the empirically based literature on school reform, also illustrates that initiation of structural changes needs to be clearly related to the ultimate goal of improving student achievement so that all school constituencies understand the focus of the reform agenda. Consideration of these issues in devising plans for educational change may enhance actualization of desired outcomes.
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Johnson, A.M. A Response to Restructuring: The Dilemmas of School Principals in a Process of Change. The Urban Review 30, 309–332 (1998). https://doi.org/10.1023/A:1023298602477
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DOI: https://doi.org/10.1023/A:1023298602477