Abstract
This qualitative case study examines the macro role transition experiences of the ex-school principals who were returned to teaching following an abrupt policy change in 2014. Based on an existing model of macro role transition and role identification by Ashforth, the present study aims to understand the challenging consequences of this subtractive status degradation for these ex-principals as well as their identity remaking processes. The data was collected through semi-structured interviews with 15 ex-principals who underwent this experience. The thematic analysis of the data revealed that the high-magnitude and socially undesirable nature of their macro role transition fostered negative valence and increased the difficulty of transferring into the teaching role. The analysis also demonstrated that this troublesome role transition experience had some detrimental effects on their identity remaking. A well-planned and clearly articulated policy change could provide principals with the necessary psychological and academic support, and lessen the speculations that could have impaired the role transition process.
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