Abstract
Purpose. The purpose of this study was to identify the dominant factors that influenced principals' decision to implement elementary school reform. This study also examined the differences in factor identification based on size of school teaching staff, percentage of minority students, student socioeconomic status, and principals' years of experience. In addition, this study identified elements of elementary school reform initially selected by principals for implementation and the reasons for these selections. Methodology. The type of research was descriptive and ex post facto. The data for this study were collected in semistructured interviews with fifty-two Orange County, California, elementary principals identified as implementing reform. The descriptive portion of this study generated cumulative data about the factors that influenced principals' decision to implement school reform, the elements of school reform initially selected by principals for implementation, and the reasons for these selections. The ex post facto portion of the study was used to examine if the factors were the same or different for selected subgroups. A chi-square test of independence was used to determine whether these differences existed. Findings. Ten dominant factors were identified by principals as influencing their decision to implement school reform. The top two factors identified by the sample were: (1) teacher receptivity and readiness; and (2) having personally read materials that promoted educational change. There were no significant differences in the distributions for selected subgroups. The three elements of school reform selected by principals for initial implementation were: use of resources, student-centered instruction, and shared decision making. Conclusions. Principals who are involved in the implementation of school reform are most often influenced by teacher receptivity and readiness, personal knowledge and understanding of school reform, and their personal belief system. Teacher ownership and clarification of school purpose through vision provide important criteria for selecting elements of school reform.