Ninety-five elementary principals from 14 northern Illinois school districts participated in a study of the role of school principals in bringing about educational change. The study indicated that elementary school principals recognized needs for establishing effective communication and good working relationships with their constituents. Principals utilized a variety of methods for actively promoting change. Central office personnel rated experienced principals and those employing paid teacher aides as deeply involved in change more often than inexperienced principals and than principals who did not employ paid aides. Demographic characteristics did not seem crucial factors in predicting which principals would initiate change. In general, the principals were aware of the behaviors necessary to implement change. The questionnaires used in the study are included as appendixes to this document. Also included is a review and discussion of the study by members of the staff of the Procedures for Adopting Educational Innovations/Concerns-Based Adoption Model Program (PAEI/CBAM) of the Research and Development Center for Teacher Education at the University of Texas at Austin. (Author/PGD)

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