Novice Principals as Multi-level Change Agents: readiness to lead

• In Event: Networks as Sites of Leadership Learning: Failures, Readiness and Absorptive Capacity

Abstract

Purpose: This paper examines the challenge of preparing novice principals to serve as effective multi-level change agents in today's educational contexts. We analyse how new school leaders must navigate change processes across multiple dimensions simultaneously, from individual teacher development to whole-school system reform. The study aims to identify key dimensions of leadership ‘readiness’ needed for novice principals to effectively lead change across vertical and horizontal networks while establishing professional legitimacy.

Perspective(s) or theoretical framework: Drawing on multiple theoretical perspectives, we integrate social network theory, organisational semiotics and sociohistorical approaches to conceptualize change agency and builds on change agency literature, leadership readiness frameworks and research on principal self-efficacy. This analysis challenges conventional top-down/bottom-up implementation of change narratives, proposing instead that effective change leadership operates through what we term three-dimensional networks.
Modes of inquiry: This theoretical paper employs literature analysis and conceptual synthesis to develop an integrated framework. We analysed existing empirical research on novice principals, change agency and leadership development to identify patterns and tensions in how new leaders navigate multi-level change. The inquiry novice principals through critical analysis of leadership succession, organizational expectations and network positioning challenges.

Data sources, evidence, objects, or materials: Our analysis draws on extensive review of international empirical and theoretical studies in relation to the experiences of novice and experienced principals. In addition, key theoretical perspectives were examined from the perspective of the principal including self-efficacy (e.g. Tschannen-Moran & Gareis, 2007; Hallinger et al., 2018), network positioning (e.g. Moolenaar & Sleegers, 2015) and change agency characteristics in educational settings (e.g. Rogers, 2003; Van der Heijden et al., 2015).
Substantiated conclusions: The analysis suggests four interconnected dimensions that appear essential for novice principals' leadership readiness: (a) cognitive readiness - sophisticated mental models for conceptualising multi-level change; (b) socio-political readiness - capacity to navigate complex power dynamics and build coalitions; (c) emotional readiness - resilience for managing uncertainty and resistance; and (d) technical-practical readiness - specific skills for implementing and evaluating change across multiple levels. These dimensions interact dynamically with self-efficacy development and network positioning to enable effective change agency. The framework reveals how novice principals must develop capacity to mediate change across multiple boundaries while simultaneously learning their roles: a complex developmental challenge that warrants further empirical investigation (currently underway).

Significance: This work contributes to leadership preparation theory and practice by reconceptualising principal readiness for contemporary educational contexts. Given concerning rates of principal turnover (Levin & Bradley, 2019), understanding how to better prepare novice principals for multi-level change agency has implications for educational system sustainability and improvement. The framework offers guidance for designing preparation programs that develop integrated capabilities rather than discrete competencies, addressing both the preparation-practice gap and leadership attrition challenges globally. The practical implementation of this theoretical framework is currently being tested.

Authors

• Ruth Luzmore, University of Southampton

• Chris Brown, University of Southampton