Leader Succession and Collective Efficacy: Conditions that Create Continuity in Transition
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Date
2014
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Abstract
The purpose of this study was to understand whether or not changes in the collective
efficacy of a school occurred with transition to new principal leadership. Teachers’ perceptions
about collective efficacy changes as well as the reasons for change were examined in terms of
how new leaders’ behaviors shaped school culture and collective efficacy. The significance of
the study will help inform principal preparation programs about how to ready new leaders to
successfully assume leadership roles in schools in order to promote collective efficacy and
student achievement. The study may also inform central office personnel and school
superintendents of the necessity for mentoring of new leaders as well as understanding the
school level structures, policies and processes that will help ensure smooth, effective transitions
during leader succession.
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Citation
Versland, T., Quintana, E., & Malloy, J. (2014). Leader succession and collective efficacy: Conditions that create continuity in transition. The Researcher, 26(1), 3-7.