Schools have traditionally been managed by a bureaucratic management style principal. In this method principals rely on a rational set of structuring guidelines, such as rules and procedures, hierarchy, and a clear division of labor (Allen 1998). Principals using this style receive lots of credit for an efficiently run school. Over time this style of management eventually backfires as creative teachers and students become unsettled. These types of principals tend to be control freaks who find it difficult to let go of the detail and are particularly threatened by the idea of empowering other leaders for fear of diminishing their own power base. These principals soon forget that schools exist for students and not for administrators (Prideaux, 2001). As new decision making models emerge with research backing their success, the role of the principal begins to change.
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