School Turnaround Principals: What Does Initial Research Literature Suggest They Are Doing to Be Successful?

ABSTRACT

As the research literature on principals leading school turnaround grows, determining whether or not real differences between good, even effective, principals and turnaround principals becomes increasingly important. Recent federal government policy and investment established turnaround models that emphasize the role of the school principal, suggesting that turnaround principals do need to be different than other principals in some meaningful ways. But any difference in skill or characteristic remains undefined. For this article, we conducted a systematic review of empirical research literature to identify studies of principals who led successful school turnaround initiatives. We reviewed 18 empirical studies to categorize the education leadership areas in which turnaround principals must excel. We also present the limited evidence regarding attitudes, traits, or perspectives principals leading turnaround should likely possess. Finally, we consider implications of our findings for research and practice.