The "theory of navigating" describes and explains the basic social process that school administrators experience as they perform and embrace their leadership roles. Grounded theory was used to analyze interviews with superintendents, assistant superintendents, principals, and vice principals, special facility leaders, and program administrators. The analysis led to the discovery of the core experience of navigating. The theory of navigating consists of four major processes: "mapping the territory", "staking a claim", "caretaking", and "leading". As leaders interact within these strategies, they increase their capacity to lead. Those leaders who create passages by using all of these navigating processes continuously enhance their adaptability and resiliency. They display a commitment to self-efficacy and to the best practices of the profession. Activities such as self-leadership and reflection transform these administrators as they move within the navigating paradigm. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]