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This thesis explores the impact of new principals through the eyes and experiences of teachers in three schools in Metropolitan Melbourne, Australia. A multi-perspective case study methodology involving semi-structured interviews, non-participant observations and the study of documents is employed to answer three research questions: (1) how do teachers perceive their new principal, (2) how does this perception impact on teachers’ work environment, and (3) how can teachers be supported during a change of principal? The findings suggest that teachers’ perceptions of their new principal are a function of the new principal’s personal and leadership qualities and practices which, in turn, are informed by three contextual factors: school leadership history, the origin and background of the new principal, and teacher expectations. These factors not only influence teachers’ perceptions independently, but they also have the capacity to influence each other. These perceptions appear to impact on a number of domains within teachers’ work environment, such as teacher well-being, teacher professional development and, to a lesser extent, teaching practice and professional relationships. Teacher well-being, in particular, revealed itself to be the most diverse among and within schools. An overwhelming positive impact on teacher professional development also emerges yet, paradoxically, it does not result in any perceived changes on their teaching practice. Professional relationships among teachers, and between teachers and students, does not appear to be affected significantly by the arrival of a new principal. Teachers expressed a desire to be included in the pre-appointment consultation process. Finally, new principals who are committed to building relationships with staff and who display an awareness of how the nature, pace and implementation of change initiatives impact on teachers’ work environment appear to be pivotal in supporting teachers during principal succession. The fi