Davis, Andrew BrentBaron, Violet2016-04-282016-04-2820162016http://hdl.handle.net/11023/2910Abstract This study examines how school leaders choose to focus time and attention on implementing substantive change amid the aims of overarching and often conflicting purposes without creating an environment of “too much stuff.” Using a dual process theory analogy, findings suggest that school leaders, as the consciousness of the school collective may interpret legislative direction and set a vision that aligns with their understanding and enacted practice of the purposes of schooling. Findings also suggest that school leaders choose to focus resources on initiatives that promote the vision and values of the school—and correspondingly, choose not to focus resources on initiatives that the school leader does not see as in alignment with the visions or values of the school.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.EducationEducation--AdministrationEducationEducational leadershipDual Process TheoryToo Much Stuffconsciousness of the school collectiveProvincial School ActsProvincial Education Actsdoctoral thesis10.11575/PRISM/25785