Bottom-up socialization: How do teacher messages influence the person-group fit of novice school principals?

School improvement and initiative success relies on the teamwork of teachers and their head teacher. Addressing early career school leader attrition and turnover, this study examines the underexplored topic of teacher influences on novice principal (NP) socialization. To fill gaps in the literature, teachers and NPs were interviewed, with 78 total interviews thematically analyzed. Socialization outcomes were assessed by measuring changes in person–group (P-G) compatibility and congruence. Findings align with literature describing school leadership as fraught with conflicts between teacher demands and system expectations. NPs faced pressure from teachers to maintain the status quo, despite personal desires and systemic expectations for change. Socialization tactics and P-G fit theory were integrated to explain teacher effects, discuss NP outcomes, recommend improvements, and critically reflect on the theories. Contrary to prevailing assumptions, individualized socialization in this context promoted conservatism, while institutionalized socialization unexpectedly fostered innovation. Findings also suggest that fit potential can be gauged early, and that help-seeking can facilitate P-G fit improvement. Finally, leadership theory is updated with an example of when social identity must be cultivated before visionary leadership can succeed.