This monograph surveys the literature relating to the role of the principal as change agent and the process of educational change, and reviews those characteristics that research has found to make principals more effective and efficient change agents. The introduction identifies four relevant perspectives in the research on instructional leadership: (1) universal leadership traits; (2) leadership styles; (3) conditions under which specific leadership traits are effective; and (4) leadership behaviors. Thereafter, the first section focuses on theories and research pertaining to the process of organizational change and the role of the change facilitator. The second section focuses on the principal as a change facilitator. Research is reviewed on the three change facilitator styles (responders, managers, and initiators, and a discussion follows on how to determine the most effective blend of change facilitator styles. The third section focuses on second change facilitators, including assistant principals, teachers, and consultants. The fourth section reviews the literature on inservice training for principals as change facilitators. Topics discussed include the rationale for inservice training, the climate for change, the change process, change facilitator concerns, and facilitator style. The final section discusses the implications of the principal as change facilitator for school improvement efforts, student achievement, formative and summative program evaluation, personnel evaluation, second change facilitators, inservice education, and placement of personnel. The monograph concludes with a model applying the findings regarding the principal as change agent. A 4-page bibliography is included. (TE)