This qualitative study investigated the factors influencing the transition from teacher to principal, the challenges encountered, and the impact of mentorship and prior leadership experiences. A convenience sample of 20 newly appointed principals was interviewed. The factors which influenced smooth transitions included mentorship from former principals, previous leadership experience, and cooperative staff; while difficult transitions were blamed on poor school plant, strained interpersonal relations, and lack of buy-in for the principals’ vision.

The purpose of the research was to monitor the roll out of the Schools Positive Behaviour Management Programme (SPBMP), an approach which emphasises the reinforcement of positive behavioural norms as a means of building student-centred school environments. At each of the 16 schools (10 primary, 6 secondary) in the sample, data were collected from five sources: surveys with a sample of teachers, one-on-one interviews with principals and School Focal Points (SFPs), a school audit, and classroom observations.