摘要：Federal and state initiatives designed to improve schools have created unintended, negative consequences. Educational research studies link these initiatives to declines in teacher job satisfaction, decreased teacher retention, and the potential development of adversarial relationships between teachers and administrators (Darling-Hammond, 2010). The purpose of this study was to determine the impact of the FranklinCovey Leader in Me Program’s effect at an identified, Title I school in Georgia that implemented the program as a means of school reform and improvement. Data were obtained through observations, document analysis, and interviews. A constructivist epistemology was used to synthesize collected data to create meaning. Findings indicated faculty and administrators established strong interpersonal relationships with each other and created a school family. Participants expressed they shared a common language and students and faculty were empowered to develop leadership roles.
