AbstractThis article is an overview of an indepth action research study (Robertson, 1995) conducted with 12 New Zealand primary school principals between 1992 and 1995. Prior to this study, major administrative changes in the education system in New Zealand had been introduced, to give schools more responsibility for their own management in conjunction with elected committees of parents. This research sought a model of professional development which would assist principals to implement new ideas and practices, deal effectively with the current issues and problems in their schools and provide skills, challenges and support.
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