A new principal in a low-performing school and school members’ reactions: an organizational socialization perspective

Purpose Improving the management efficiency of new principals in low-performing schools has important practical value and theoretical significance. Based on organizational socialization theory, this study adopts a single case study method to analyze in-depth the organizational socialization process of a new principal after taking over a low-performing school. Design/methodology/approach Through three years of longitudinal data analysis in a Chinese school, the study establishes four stages that the new principal experienced after taking office. Then, it analyzes the interaction between the new principal and school members (vice-principals, department heads and teachers) in each stage. Findings Three main determinants can be perceived to affect the effectiveness of the new principal: the former principal’s imprint, school members’ internal contagion and school members’ demand contradiction. The study further shows that the new principal needed to pay attention to school members’ attitudes toward himself and the former principal as well as focus on building relationships with management. Originality/value This study expanded the analysis from teachers to school members (including vice-principals and department heads) to comprehensively analyze the organizational socialization of a new principal.