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This paper aims to describe a construct validation study of the Change Facilitator Style Questionnaire (CFSQ), an instrument designed to measure the leadership style of school principals as change facilitators.

Participants included 614 K‐12 teachers across the state of Florida involved in the Enhancing Education Through Technology competitive grant program. Teachers completed the CFSQ to assess their overall perceptions of their principals in supporting a technology integration initiative. Confirmatory factor analysis (CFA) was employed and carried out to verify the instrument factor structure. Five models were developed based on theory and practice, and were tested using CFA.

The results showed the evidence of the CFSQ's reliability and validity.

Further research was recommended based on the results and limitations of this study.

Little research has connected principal style to classroom technology adoption. The researchers conducted the reliability and validity testing on the CFSQ, an instrument designed to measure the leadership style of the school principal as a change facilitator. This study provides important validity evidence for the broader implementation of the CFSQ in future research studies. It could shed light on the design and development of a rigorous instrument in educational research. It can promote more research on technology‐supported education and student learning outcomes considering the need for more reliable and valid instruments in this field.

In far too many cases the initiatives to change schools by introducing new programs, processes and reforms has not resulted in obtainment of the desired outcomes. A major reason for limited outcomes suggested in this paper is that there has been a failure to learn from and apply constructs and measures related to understanding, facilitating and measuring dimensions of change processes. The aim of this paper is to introduce the three diagnostic dimensions of the Concerns Based Adoption Model (CBAM) along with illustrations of how each can be used to assess extent of implementation. Highlights from the four decades of development and use of each of these constructs are presented. Each of the constructs, Stages of Concern, Levels of Use and Innovation Configurations, is described along with review of the four decade story of its measurement development. Reference is made to selected studies. Implications of each construct for research, program evaluation and facilitating change processes are highlighted. The final section of the paper explores relationships between each construct. The conceptual explorations end with suggested implications for research, evaluation and practice. Throughout the author inserts short more personal anecdotes about the reasoning and experiences related to development and applications of each construct. The paper concludes with acknowledgement that other factors, especially leadership, are key to achieving implementation success.

Introduction of three research‐based constructs, Stages of Concern, Levels of Use and Innovation Configurations, their measures. Findings from selected studies are reviewed.

The three diagnostic dimensions of the Concerns Based Adoption Model have been applied with a wide range of education innovations, different contexts, and across nations and cultures.

Implementation needs to be determined through direct measurement.

Extent of implementation needs to be determined directly in all treatment and comparison/control groups.

Without direct assessment of the extent of implementation the outputs and outcomes of new programs and innovations may not be determined.

The three Diagnostic Dimensions of the Concerns Based Adoption Model have been applied widely. The conceptual implications, especially when the three constructs are interconnected two at a time, offer important suggestions for future research and in program evaluations.

Image has been found to be one of the important influences in the selection of consumers' choice for visiting and investing in a destination leading to sustainable development. Important determinants of tourism namely, knowledge of destination attractions and image association were employed in this research based on previous studies in a number of fields. The research reported in this paper presents the results of an empirical test of the determinants related to tourism using Liverpool as a case study because of its selection as the European Capital of Culture (CoC) for 2008. European Capital of Culture scheme has among its many objectives the idea of sustainable development for the chosen CoC. Combination of data collection methods was used for the research. The paper contributes to the ongoing debate on destination image association by providing empirical evidence through the case study or Liverpool as well as how consumers relate to a destination and especially a CoC. One of the major findings of the study was the identification of image association clusters with regard to Liverpool as a CoC. We brand this clusters as the ‘tangible attractions cluster’ and ‘intangible attractions cluster’. The results of this research provide important implications for strategic image management and can aid in designing and implementing sustainable marketing programs for creating and enhancing tourism destination images.

It is well recognised that Conservation Plan has attracted attention to the maintenance of historic buildings; despite diverse array of issues, particularly associated with “Green Maintenance” concept and methodology and sustainable repair approach. The theory of these three concepts currently exists, but fails to be realised in practical integration. The purpose of this paper to ask why this failure is occurring and how it influences sustainable historic environment.

The paper is composed of a critical review of existing literature and an argument built based on the concept of a Conservation Plan, “Green Maintenance” concept and methodology and sustainable repair approach for historic buildings.

Despite the need of maintenance of historic buildings, this review suggests that a Conservation Plan often mitigates against its own association with “Green Maintenance”. Conversely, this could be improved by transforming the integration to be more pronounced in achieving sustainable repair for historic buildings.

An integration of the concept of a Conservation Plan, “Green Maintenance” and sustainable repair approach could be utilised to form the basis of decision-making process for achieving sustainable historic environment.

An integration of Conservation Plan, “Green Maintenance” and sustainable repair approach will be positively welcomed as our society moves towards a low carbon economy and materials as well as “green” procurement.

Unless integration between of a Conservation Plan, “Green Maintenance” and sustainable repair is improved, much of our culturally significant historic buildings will not be repaired in sustainable ways and our future generation may lose their historic environment.

Our Dublin correspondent telegraphed last night:

This study aimed at exploring the change facilitator styles (CFS) that secondary school head teachers in Pakistan possess.

This is a quantitative study using Hall and George CFS questionnaire to collect data from 276 secondary school head teachers. The CFSQ used in this study consists of 30 Likert-type questions relating to six scales. The six scales, with five items each in aggregate, form three possible CFS, including initiator, manager and responder.

The results indicate that most secondary school head teachers (75.7%) in Pakistan used responder CFS to facilitate change in their schools. 16.7% of the head teachers used manger, while only 7.6% possessed initiator change facilitation styles.

The study has implications for research, in particular in the developing countries where head teachers' leadership practices are rooted in the past with maintaining authority and status quo.

The study has implications for policymakers and schools in developing countries, like Pakistan, in terms of considering the vital role of head teachers in change implementation. In particular, in the prevailing cluster-based educational management, the study's findings remain valuable for schools in the Balochistan province of Pakistan.

The paper reports the results regarding secondary school head teachers' change facilitator styles in the context of power devolution in Pakistan. The authors believe that the manuscript is appropriate for publication by the international journal of educational management because it is in line with the aims and scope of the journal. The authors assure the originality of this work. It has not been published elsewhere, nor is it currently under consideration for publication in any other journal.