LAUSR

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.