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This study aims to reconstruct efforts of the author in 20 years (1996-2016) to make the principals to be effective leaders of change in learning so that schools be good. This study was conducted at four school, that are Islamic kindergarten, elementary school, junior high school, and senior high school of Sabilillah Malang using qualitative approach by analytic autoethnography method. Various types and sources of data have been used for data collection in this study, including the personal memory data, self-reflective of data, and external data. The data were collected, analyzed, presented, and formulated to gain cultural understanding about the relationship between self and others (society). Based on the data analysis, it can be concluded that development of principals to be effective change leader is the most important strategy in improving the quality of school to become a good school, because the success of schools are strongly influenced by the performance of their principals who always make changes. Such principal's performance is strongly influenced by the principal's mindset about good schools. The success of schools into good schools is strongly influenced by the performance of their principals who always make changes that focus on learning innovation. Finally, that in order to improve the quality of schools, principals more role as a learning leader or instructional leaders. Through its role as a learning leader, the principals are able to encourage and direct the teachers in doing the steps of change well.

School Principal as Leader of Change: Autoethnography on How to Make School Principals to be Effective Change Leader in Good School