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Academic Leadership Journal

Abstract

While research on school improvement is now into its third decade, systematic research on what the principal actually does and its relationship to stability and change is quite recent. Some of the earlier implementation research identified the role of the principal as central to promoting or inhibiting change (Sammons, 1999; Goleman, 2000), but it did not examine the principal’s role in any depth or perspective as regards to the utilization of new technology for record-keeping. During the 1980’s research and practice focusing on the role of the principal-ship, vice-principal-ship, and other school leaders mounted, resulting in greater clarity, but also greater appreciation of the complexities and different paths to success.

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