Principals' cognitive strategies for changes of perspective in school innovation

This paper discusses some of the findings of a two-year research programme carried out in 20 educational institutions, for identification of the characteristics of effective leadership in the dynamics of changing perspectives in the innovation instituting process. The study explores the practices of principals in building of new cognitive perception and meaning. Three broad terms of conceptualisation emerge from the qualitative data analysis: (1) the concerns and expectations of staff members vis-à-vis the innovation process; (2) factors explaining the success or failure of the building of new perception; (3) cognitive strategies and practices that can assist principals in influencing and changing deep-seated cultural perceptions of the innovation implementation process in the school