Perceptions and strategies of a middle school principal: A single case study of school change

The culture of a school is a critical component of school improvement efforts. However, changing the culture of a school is no easy feat. In this qualitative, single case study, we describe the perceptions held and strategies employed by one female principal newly assigned to a middle school in an urban setting. We examined the principal's perceptions about the challenges that she faced and the strategies she used, during a three-year timeframe, to turn around a middle school designated as chronically underperforming. Ultimately, the principal was able to move the school from a culture characterized as having poor academic performance to a place of engaged students. We identified the themes of demanding effective teaching, creating support systems, and shifting student discipline. We discuss these findings and their implications for research and practice.