ERIC Number: ED263662
Record Type: RIE
Publication Date: 1985-Apr-2
Reference Count: 0
How a Faculty Made Sense of the Succession of Its Principal.
Ogawa, Rodney T.; Smith, Judith F.
Through observation, interviews, and a review of school documents in a small suburban elementary school, researchers sought information concerning how faculties make sense of a changeover in the principalship. The research was conducted from a cognitive perspective. The study found that teachers' views of administrative succession and the norms of the school affected the ways in which they made sense of events, while the circumstances surrounding the changeover and the succession process itself had little impact on their thinking. The teachers assumed changing the principal would bring significant changes to the school. Prior to the changeover, teachers expressed fear that they would lose autonomy and hope that the incoming principal would be personable and supportive. During the first few months of the new principal's tenure faculty reactions were positive, but transfer of the school's secretary led to a period of mistrust and criticism. Toward the end of the year teachers settled into an acceptance phase, but still anticipated significant changes that had not yet surfaced. A brief review of the literature on leader succession is incorporated into the report. (PGD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 31-April 4, 1985). For an earlier version, see EA 018 234.