Abstract
School principals develop various attitudes and attributes so as to manage complex change processes. As they implement change, they are themselves changed. This research explores how leadership of change management in schools influences transformation of professional identity. A qualitative methodology is used, underpinned by a constructivist theoretical framework with a multiple case study approach. Four school leaders, each with two significant others, were purposively selected from New Zealand primary schools. Drawing on identity theory and in particular symbolic interactionism, four aspects of self were identified that help explain how identity is transformed through enactment of various leadership roles. The four aspects of self, described as thinking, acting, feeling and believing, then inform a model to enhance understanding of the role of the self in educational leadership. This study is significant in that it explores a lesser-researched area of experienced principal development. Personal and professional practices perceived by principals to be important for their continuing development as leaders are identified. Insight is provided into both the transitory nature of identity and the more constant aspects of self. The findings have implications for leadership training, mentoring and support of school leaders, and may inform policy and practice in schools leading to improved change management processes.