Throughout history educational practices have typically been modeled after economic work practices. During the agrarian-age, educational practices modeled agrarian practices. Likewise, in the industrial-age, education became standardized and was modeled after industrial practices to prepare students for work in factories and industrial settings. Now that society has moved into the information-age, educational practices should follow suit, yet many schools continue to operate in the standardized methods that mimic the industrial-age. This mixed-methods research study seeks to identify administrator qualities teachers identify as necessary for leading sustainable change. Qualitative coding practices are used to identify themes related to teachers' perceptions concerning the implementation of 21st century learning skills: communication, collaboration, creativity and critical thinking and teachers' perceptions concerning administrative qualities teachers' value. Qualitative data were gathered through five teacher interviews. Quantitative assessment data were analyzed using paired-sample t-tests to determine if student achievement had increased or decreased in the researched school that had undergone recent changes in cultural and instructional practices that reflect information-age methods of learning. Quantitative data were analyzed based on third through fifth grade scores on the ACT Aspire. Approximately 200 students participated in the assessment at the researched school. It was determined that the researched school had statistically significant gains according to achievement testing data. Recommendations for future research were discussed, as well as leadership implications drawn from the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]