Cognitive dissonance, supervision, and administrative team conflict

Abstract

Purpose

The purpose of this paper is to record and summarize the tensions and problems experienced by a high school administrative team as they attempted to change supervision alongside instruction in a transition to a new block schedule.

Design/methodology/approach

A case study method was used. As a case study, the research is contextual in relation to the high school being studied. Data were collected for 14 months using individual interviews with administrators, site observations, and artifact collection.

Findings

Data indicated that, no matter what strategy was discussed, the participants did not want to supervise teachers, and they would only do so under mandate by the principal.

Originality/value

Given the dearth of research examining the work of K‐12 school administrative teams, this research provides entrée to future studies.

Citation

Zepeda, S.J. (2006), "Cognitive dissonance, supervision, and administrative team conflict", International Journal of Educational Management, Vol. 20 No. 3, pp. 224-232. https://doi.org/10.1108/09513540610654191