Abstract
Purpose. The purpose of this exploratory study was to identify and describe the concepts, behaviors, and strategies that principals perceive are related to expanding the psychological capacity of elementary teachers to initiate and sustain educational change. The study focused on five concepts and related behaviors identified in the search of the literature: confidence, potency, assimilation capacity, resilience, and emotional intelligence. This study also included an analysis of the strategies which elementary principals use to expand the psychological capacity for change among their teachers. Methodology. The research design was descriptive. Ten elementary principals in Orange County who were nominated by educational leaders in Orange County comprised the sample. An interview schedule was used for data collection. Qualitative analysis was used to determine patterns and themes that emerged from the data. Findings. Behaviors associated with the concept of resilience were observed in teachers at each stage of the change process described. Principals reported that teachers initiated behaviors on their own that would sustain change. Behaviors related to the concept of confidence were most frequently observed among teachers who deal well with change and sustain change over time. Principals respond to observed teacher needs rather than intentionally initiating strategies to expand their psychological capacity for change. Principals describe themselves as intuitive in their use of strategies to expand teachers' psychological capacity. Conclusions. Principals establish a climate for change and encourage teachers to initiate each stage of the change process; however, teachers themselves take leadership in sustaining the change. Behaviors associated with confidence and resilience were characteristic of teachers who initiate and sustain change. Principals are intuitive rather than conscious and intentional about affirming behaviors among teachers that expand their psychological capacity for change. Recommendations. (1) Heighten administrators' awareness of the concept of psychological capacity for change through discussion and professional development offered through CSLA, ACSA, and local districts, and (2) include awareness of the need to expand psychological capacity for change among teachers as a part of future training for administrators that focuses on managing change more effectively.