Abstract
The purpose of this study was to examine the role of the leader in preparing a school climate for disruptive change. Disruptive change, according to Carter & White (2017), is presenting more often and iterating more rapidly than previously experienced in the K-12 setting. Leading school staff through paradigm-shifting disruptive change is aided by systematic school climate preparation. Leader engagement in climate preparation requires leader efficacy as well as systematic and ongoing efforts to create shared meaning amongst staff. According to Beus, Smith, and Taylor (2018), a change-receptive school climate is catalyzed through symbolic social interactions replacing uncertainty about elements of disruptive change with shared meaning. Symbolic social interactions are promoted through the systematic use of five climate factors curated from the climate preparation literature and used within this study.Using a concurrent triangulation mixed methods design a representative sample of California school and district leaders were surveyed and interviewed about leader efficacy, the value of five climate factors, and leader engagement in preparing a school climate for disruptive change. Findings were produced using descriptive statistical analysis, multiple regression analysis, as well as open coding and theme generation. Key findings include the conceptualization of climate factors as systems requiring collaborative input from both leadership and staff as well as the strengthening of the systems when coupled with relationships and trust. The application of these findings will assist current practitioners and leadership preparation programs conceptualize climate preparation as both critical and possible in preparation for disruptive change.