Abstract
In the search for factors that influence school effectiveness, the role of the elementary school principal has emerged as critical. Yet the bulk of past research focused on that role has provided limited insights to explain how principals go about improving the effectiveness of their schools; surprisingly few studies have asked that question directly. Using a framework for planned change, this study assessed the status of knowledge about effective and ineffective principal behaviours. Obstacles that principals face in their attempts at school improvement were also reviewed. Results point to areas of existing knowledge in which confidence can be placed and to useful approaches to subsequent research
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