Administrative change in education is inevitable. However, successful administrative change is not. Successful administrative change requires Boards of Education and the new leaders they create to think of the administrative change as a process not an isolated act. The newly created leader must clearly and consistently communicate his vision with the shareholders. He must allow the shareholders to question and respond to his vision until together they make a new vision, one which they can all embrace. He must have and effectively convey a transition plan that will bring the shareholders from the past, which they know and accept, across the bridge into the future, which they do not know and may not understand. He must give the shareholders time to grieve for what they had and instill in them a desire to create what they can have. Only when the new administrator understands the need for and facilitates the transition process will there be successful, meaningful change in educational administration.
","abstract_html":"<p>Administrative change in education is inevitable. However, successful administrative change is not. Successful administrative change requires Boards of Education and the new leaders they create to think of the administrative change as a process not an isolated act. The newly created leader must clearly and consistently communicate his vision with the shareholders. He must allow the shareholders to question and respond to his vision until together they make a new vision, one which they can all embrace. He must have and effectively convey a transition plan that will bring the shareholders from the past, which they know and accept, across the bridge into the future, which they do not know and may not understand. He must give the shareholders time to grieve for what they had and instill in them a desire to create what they can have. Only when the new administrator understands the need for and facilitates the transition process will there be successful, meaningful change in educational administration.</p>","abstract_has_math":false,"creators":["Horner, Dale H."],"institution":null,"degree_name":"M.A. in School Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Johnson, Theodore"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-04-10T07:00:00Z","date_published":"2003-04-10T07:00:00Z","updated_at":"2026-07-24T04:14:13Z","subjects":["School administrators--Training of","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1323","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Theodore"]},{"key":"dc:creator","label":"Author","values":["Horner, Dale H."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School administrators--Training of","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1323"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Administrative change in education is inevitable. However, successful administrative change is not. Successful administrative change requires Boards of Education and the new leaders they create to think of the administrative change as a process not an isolated act. The newly created leader must clearly and consistently communicate his vision with the shareholders. He must allow the shareholders to question and respond to his vision until together they make a new vision, one which they can all embrace. He must have and effectively convey a transition plan that will bring the shareholders from the past, which they know and accept, across the bridge into the future, which they do not know and may not understand. He must give the shareholders time to grieve for what they had and instill in them a desire to create what they can have. Only when the new administrator understands the need for and facilitates the transition process will there be successful, meaningful change in educational administration.
"]},{"key":"dc:title","label":"Title","values":["The effects of administrative change on school environment"]}]}],"canonical_facts":{"dc:contributor":["Johnson, Theodore"],"dc:creator":["Horner, Dale H."],"dc:date.available":["2016-05-08T07:00:00Z"],"dc:description.abstract":["Administrative change in education is inevitable. However, successful administrative change is not. Successful administrative change requires Boards of Education and the new leaders they create to think of the administrative change as a process not an isolated act. The newly created leader must clearly and consistently communicate his vision with the shareholders. He must allow the shareholders to question and respond to his vision until together they make a new vision, one which they can all embrace. He must have and effectively convey a transition plan that will bring the shareholders from the past, which they know and accept, across the bridge into the future, which they do not know and may not understand. He must give the shareholders time to grieve for what they had and instill in them a desire to create what they can have. Only when the new administrator understands the need for and facilitates the transition process will there be successful, meaningful change in educational administration.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1323"],"dc:subject":["School administrators--Training of","Elementary and Middle and Secondary Education Administration"],"dc:title":["The effects of administrative change on school environment"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Administration"]},"updated_at":"2026-07-24T04:14:13Z"}