Cognitive dissonance, supervision, and administrative team conflict
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 1 April 2006
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.
Keywords
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
Publisher
:Emerald Group Publishing Limited
Copyright © 2006, Emerald Group Publishing Limited