This study examines role conceptions of newly appointed urban principals within the context of their schools and districts as a means of identifying personal and organizational forces that influence the emergence of transformational leadership. Based on the responses to a survey regarding leadership beliefs, personal and organizational expectations, and problem-solving perspectives, the authors conclude that principals' role conceptions incorporate aspects of transformational leadership yet remain highly traditional in several respects directly corresponding to perceived expectations emanating from the district, school, and community. Responses also suggest that district leaders fail to provide the encouragement or support necessary for the development of transformational leadership.
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