Participants in this study, representing grades 6-12 practitioners in two schools with persistently lower scholar achievement and graduation rates, shared their experiences through open-ended surveys, semi-structured interviews, and reflexive journaling. The study employed an inductive coding process and triangulation of data sources to identify emergent themes. Key findings highlight the challenges practitioners face due to frequent principal leadership changes. Participants described a sense of confusion, loss of self-confidence, and a lack of trust in constantly shifting initiatives. They expressed a strong desire for continuity and consistency in leadership and programs, as abrupt changes often disrupt the academic year and delay the implementation of new practices. The theoretical framework for continuous change and teacher efficacy, combined with Kotter's eight-step change process, provided insight into how participants navigated constant change without stable principal leadership and a vision for their schools. This study sheds light on the underexplored living experiences of educators subjected to frequent principal turnover and underscores the importance of their involvement in the decision-making processes. The findings call for a deeper understanding of practitioners' challenges and the need for policies and practices that promote continuity and consistency in educational leadership to better support school improvement efforts. [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.]