Abstract
Purpose. The purpose of this study was to describe management behaviors or attributes used by three charter school principals, pragmatic visionaries, who successfully turned vision into action. This study describes the behaviors or attributes used by three charter school principals to set an environment in which a charter school's vision was created, articulated, inspired, implemented, and renewed in three California charter schools. Methodology. The replication study used descriptive case study research. The sample was three charter school principals, pragmatic visionaries. Stakeholders in the charter schools of these pragmatic visionaries were surveyed. The instrument used for the study was a questionnaire. The data were presented in table and narrative format. Findings. The charter school principal's behaviors and attributes affect the stakeholders' perceptions of their leaders. Pragmatic visionary charter school principals encourage buy-in and ownership of vision, develop group decision-making, utilize and acknowledge individuals, know what to pursue, utilize verbal and written communication, show appreciation for stakeholders, are committed, vocalize possibilities, involve people, focus on vision, provide resources, initiate collaborative review cycles, provide opportunities for reflection, and encourage professional growth for themselves and stakeholders. Implications. Pragmatic charter school principal leadership should be inclusive. Pragmatic charter school principals need to utilize the talent and expertise of stakeholders to support the schools vision. Pragmatic charter school principals should have clear and concise knowledge of the culture and community they serve. Pragmatic charter principals should utilize communication to keep stakeholders connected to the schools vision. Pragmatic charter principals should develop trust and appreciation for stakeholders.