Organisational change is away of life given the fact that there are a number of prevailing forces, for instance, globalisation, information technology and industrial consolidation. In such circumstances, organisations need to be more fluid, inclusive and responsive. They need to manage complex information flow, grasp new ideas quickly, and spread those ideas throughout the enterprise. At least two questions are pertinent here, how effective should change be managed? What qualities should the leader involved in change management have? It is important to note that change management plan can reduce an organisation’s effectiveness. It can lead to rigidity, bureaucracy, and resistance to change. For instance real change require people to change their behaviour. Is it easy for people to change their behaviour? Change calls for a leader who can challenge, motivate and empower their teams. It calls for teambuilding, which is essential for success during the transition. Three assets associated with successful leadership during change are concepts, competence and connection. A changing organisation calls for a leader who has passion, conviction and confidence in others; a leader who has the ability to look not just at how pieces of their business model fit together but what doesn’t fit; one who can challenge the prevailing organisational wisdom or assumptions; and one with a kaleidoscope kind of thinking.

Over the last twenty years the job of the principals has changed significantly, for instance, from administrative and operation leader to instructional leader. The instructional leadership has been described as the ‘organisational glue’ that keeps things on track. The change broadens their responsibility with an emphasis on the promotion in student learning. Their main job is to focus on the advancement of students and staff learning. That is to improve the quality of instructions. Initially the job involved traditional tasks such as, setting clear goals, allocating resources to instructions, managing the curriculum, monitoring lessons plans and evaluating teachers. But nowadays their role includes much deeper involvement in the ‘core technology’ of teaching and learning, carries sophisticated views of professional development and the emphasis on the use of data to make decisions. This requires that, the principal to be able to use multiple sources of data as diagnostic tools to assess, identity and apply instructional improvement. In order for them to be effective, the principals have to be actually involved in what happens in the classrooms and being supportive to teachers to ensure that they are clear with what is happening with their work. They should be able to create a safe environment for teachers and students and uses dialogue rather than dictates to keep the focus on core instruction issues. Also being able to detect whether the lessons are aligned with standards, develop classroom assessments consistent with standards and evaluate student’s work for evidence that standards have been achieved.