Journal of K-12 Educational Research 55 those relationships can impact the organization. The current study noted that when leaders spend time getting stakeholders involved and hearing their feedback, they become “advocates” and they help “eliminate some of the negativity that comes with new growth” (District Leader C). The research presented in the literature review also discussed perceptions and the impact of social media on the public-school system. In this technologyinfused culture, the perceptions that individuals create are not formed simply by an interaction with a person or a company. Social media plays a significant and powerful role in communication and how individuals develop perceptions (Cox, 2012, p. 18). The current study fills the gap in the literature that is missing. The previous literature notes the importance of social media, district leadership, and perceptions. However, the previous literature does not connect them together to see how the developed perceptions of stakeholders are used by district leaders when decisions are being made due to fast growth. The findings of the current study helped provide that connection with the development of the Proactive Perception Theory through the grounded theory process. Recommendations The recommendations focus on the analysis and findings of the current study. The suggestions in this section are intended for school district leaders who are involved in making decisions related to change in fast growth school districts. In the current study, the researcher analyzed data and developed the Proactive Perception Theory. This theory can be used by district leaders who are part of the Fast-Growth School Coalition due to increased rapid student enrollment. District leaders can take a proactive approach to developing their stakeholder’s perceptions by doing the following actions: • Get to know what your stakeholders expect. • Involve stakeholders in committees related to decisions that have to be made. • Create a positive social media platform that regularly communicates with stakeholders. • Be consistently open to accepting input and feedback in order to know the perceptions that are being developed by stakeholders. The district that participated in the current study proved to be an example of what to do to proactively build a positive perception with stakeholders as they go through change. School districts that are looking at experiencing rapid growth need to reach out to other fast-growth school districts to seek guidance on how their leadership team is making decisions for the district related to fast growth. Conclusion Fast growth school districts are experiencing enrollment growth at accelerated rates and, therefore, are undergoing the task of having to make decisions at a fast pace as well. When individuals go through changes, they form perceptions about how those changes are being dealt with. Those perceptions and the spreading of them to others can dictate the success of district changes as the district experiences them. How the district leaders proceed with making decisions is critical in the success of the school district and the perceptions stakeholders develop. District leaders will have success navigating changes when they are transparent about the changes occurring, initiate opportunities for stakeholder involvement, and continually seek feedback. The findings from the current study showed the need for district leaders to form relationships with stakeholders in order to include them on specific decision-making committees. The Proactive Perception Theory shows that a school district can successfully navigate through the changes that come with fast growth if district leaders utilize the theory with fidelity. References Berger, B. K., Reber, B. H., & Heyman, W. C. (2007). You can’t homogenize success in communication management: PR leaders take diverse paths to top. International Journal of Strategic Communication, 1(1), 53–71. https://doi.org/10.1080/15531180701285301 Collins, J., & Hansen, M. T. (2011). Great by choice: Uncertainty, chaos, and luck--: Why some thrive despite
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