This study investigates the impact of transitioning from a traditional school model to a Montessori model on teacher performance, specifically exploring the influence of school culture, climate, educational change, and leadership. The study is based on the understanding that all organizations, including educational institutions, have a unique culture that influences their climate and overall success. A positive culture can have a significant impact on student success, and when combined with an appropriate climate, it creates an environment suitable for students in a shared educational structure (Ng'ang'a & Nyongesa, 2012). However, change is inevitable and may require a commitment from the organization, including a change in school leadership, staffing, curriculum, or professional development. This study seeks to manage the process of change and its impact on culture and climate particularly in the context of transitioning to a Montessori model (Schein, 2004). The findings of this study can inform educational leaders and policymakers on how to manage educational change effectively while maintaining positive culture, climate, to enhance teacher performance. The overarching research question guiding this research study is, "how do the constructs of school culture, climate, educational change, and leadership influence teacher performance?" [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.]