Principals' transitions have often given rise to problems, challenges, and upset for teachers and principals alike. Studies on principal succession and educational change question the effectiveness of regular, rapid, and predictable transitions of principals, a strategy used at the district level, especially during turbulent times. This revolving door principalship only reproduces distrust from staff, which prevents sustainable systems and improvement in schools. The purpose of this study was to examine effective leadership styles and practices of school leaders that help sustain reform in schools to include school culture, maintaining student achievement, and promoting teacher professional growth in elementary schools. The study contributes to understanding teachers' experiences and perspectives on effective leadership styles and practices that sustain reform in schools as changes in leadership occur. The qualitative study explored effective leadership styles and practices that sustain school reform based on the experiences and perspectives of teachers who have experienced a change in leadership. A phenomenological approach was used to explore the perspectives of teachers who have experienced changes in leadership amid school reform. [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.]