Abstract
This study identifies Leader Master Teachers’ (LMTs) perceptions of restraining and driving forces in the implementation of an elementary level science systemic reform initiative. A group process technique utilizing Lewin’s force-field analysis concept provided the framework for professional development activities for 124 LMTs. Categories of supporting and restraining forces to implementation were created. Follow-up interviews determined the successes and problems experienced by LMTs as a result of action taken to reduce constraints. This study provided evidence that LMTs now share a portion of the burden of implementation and this initiative is gradually progressing toward successful implementation.
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