Search results

Institutions which train potential administrators are confronted with how best to help them conceive their new role in a way that supports school reform. Reports on study of candidates in a non‐traditional principal preparation programme in order to examine the socialization process of developing an innovative role conception. Candidates completed a questionnaire on entry to the programme and were interviewed at the end of the programme. Findings are reported in terms of sources and definitions of role conception, as well as socialization mechanisms. Candidates encountered conflict between the role conception emphasized by the university and that of the school system in terms of whether they stressed present reality or future change. During the course of the programme, the sense of facilitating teachers gave way to a sense of the principal′s autonomy in creating a vision and persuading others to buy into that vision. Provides implications for training principals and for future research.