tion from one leadership style to another, to perceive power as something that is multiplied rather than reduced when it is shared, seems to be one of the key issues affecting the long-term success of restructuring" (Conley, 1992, p. 2).
Across the nation, we find that some principals are moving away from being the primary instructional leader; others see themselves as the primary conveyor of a strong instructional vision; still others see themselves as change agents, staff motivators, team cheerleaders, and/or protectors of their teachers' best interests ("School-Based Management: Promise and Process", 1996, pp. 1-11). Principals play an important role in the implementation of SBM and successful schools boast principals who are "seen as effective leadersàactive in managing the change process" ("School-Based Management: Promise and Process", 1996, p. 8).
It has been argued that the principal must use a team approach to decision-making because "teachers will feel more positive toward school leaders and more committed to school goals and objectives.
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