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The purpose of this paper is to examine the micropolitical strategies principals use to influence school staffing within an urban school district.

The author used a qualitative case study approach drawing upon 47 semi-structured participant interviews with 25 individual research participants, 80 hours of observations, and 36 district artifacts. The author completed an iterative analysis using ATLAS.ti with a coding scheme informed by the educational leadership, human resource management, and micropolitical literatures.

The findings illustrate that school principals engaged productively within district staffing procedures to influence the allocation and composition of teaching staff within their schools. The iterative analysis identified three micropolitical strategies employed by school principals, including advocacy, acquiring leverage, and networking. First, principals used advocacy to shape personnel staff’s understanding of school needs. Second, principals acquired leverage over staffing by enlisting the support of their school supervisor. Finally, principals networked with colleagues to identify teachers within the district’s transfer system for possible hire.

The findings have both practical and research significance. Practically, the findings highlight how principals engage in leadership within the context of district staffing processes. With respect to research, the findings address an important gap in the literature as it pertains to principal’s leadership actions in relation to internal district administrative processes.

The findings of this study are unique in that they challenge the conventional view of district staffing procedures, which has typically framed these procedures as barriers to principal leadership. The findings suggest district staffing procedures can be a forum for productive leadership actions.

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary school principals who have influenced and enhanced teachers’ sense of empowerment. The data discussed here were drawn from a qualitative study of teachers in 11 schools affiliated with Glickman’s League of Professional Schools in Georgia. An open‐ended questionnaire designed by the researchers, according to general guidelines for grounded theory inquiry, provided teachers with the opportunity to identify and describe in detail characteristics of principals that enhanced their sense of empowerment. Inductive analyses of the data generated a description of facilitative leadership that includes seven major “facilitative” strategies and one set of facilitative personal characteristics that enhanced teacher empowerment. Focuses on the strategies and characteristics teachers identified as facilitative principal leadership. Discusses findings in terms of the relevant empirical and theoretical literature.

The aim of the paper is to argue that principal preparation programs should help candidates: recognize the political role of the school principal; develop political skills (including the ability to strategically appropriate policy); and understand that the political approach of the principal influences teaching, learning, relationships, governance, and reform efforts. In addition, the paper reports findings of the analysis of Ontario's Principal Qualification Program guidelines to determine if they require principal preparation programs to develop aspiring school leaders’ political skills.

The paper reviews theoretical arguments and empirical studies from the fields of school micropolitics, business, educational leadership, and critical policy studies to establish five political skills principals require. The authors then conducted a content analysis of Ontario's Principal Qualification Program guidelines to determine if they require principal preparation programs to develop aspiring leaders’ political skills.

Ontario's Principal Qualification Program guidelines do not explicitly direct principal preparation programs to help candidates develop political skills. However, the guidelines recognize that principals pursue political goals and work in political environments, and they offer opportunities for appropriating the guidelines in ways that promote the development of principal candidates’ political skills.

The paper is the first to analyze Ontario's Principal Qualification Program guidelines to determine if they require principal preparation programs to develop aspiring leaders’ political skills. It also identifies policy appropriation as a political skill that should be developed in principal preparation programs and provides a model of how principal preparation policies themselves may be appropriated to support a focus on developing aspiring principals’ political skills.

The purpose of this paper is to present a specific case of at-home ethnography, or insider research: The German Public Employment Service (BA) commissioned its own research institute (Institute for Employment Research (Institut für Arbeitsmarkt- und Berufsforschung)) to evaluate the daily implementation of its core management instruments (target management and controlling). The aim of the paper is to explain the challenges faced by the ethnographers and to reflect on them methodologically.

At-home ethnography/insider research.

In the paper, it is argued to what extent conducting at-home ethnography, or insider research, is like “Walking the Line” – to paraphrase Johnny Cash. When examining a management instrument that is highly contested on the micropolitical level, the researchers have to navigate their way through different interests with regard to advice and support, and become micropoliticians in their own interest at the same time in order to maintain scientific autonomy. The ethnographers are deeply enmeshed in the micropolitical dynamics of their field, which gives rise to the question of how they can distance themselves in this situation. To this effect, they develop the argument that distancing is not so much about seeing what is familiar in a new light, as is mostly suggested in the literature, than about alienating a familiar research environment in order to avoid a bureaucratically contingent othering. It is shown what constitutes a bureaucratically contingent othering and how it should be met by an othering of the bureaucracy. Conclusions are drawn from this with regard to the advice and support required for the bureaucracy and concerning the methods debate surrounding insider research in general.

The paper contributes to the method debate with regard to at-home ethnography, or insider research, and particularly addresses organisational researchers and practitioners facing similar challenges when conducting ethnographic research in their own organisation.

Principals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school teaching and culture. In specific, the authors were interested to know which influence tactics, principals and staff members considered to be efficient during such a second-order change process.

The study was based on a case study method focusing on four Israeli Jewish state public religious schools participating in the “Routes” program aimed at strengthening religious values in schools. Data collection included semi-structured interviews with principals, teachers with program coordinators responsibilities and teachers in four schools.

The results indicate that school principals who are considered successful in leading changes display two key influence prototypes: a hybrid type that combines soft and hard influence tactics and a unitype that relies on soft influence tactics.

The research study contributed to the limited knowledge in educational administration on micropolitics and political behaviors in the course of school changes.

The system of validating degrees awarded by British universities is a process of peer review. This now applies to professional health‐care degrees which also confer eligibility for state registration. The context of these validations is the new environment of market‐led education, and the fate of valuable contracts may depend on the decision of the validation committee. Explores the micro‐politics of such validation events which involve representatives from professional organizations and university staff. The focus is on the power relationships within the validation committee and the influences on the final decision. The work is based on experiential and documentary evidence.

Notes that increased legislation promoting educational equity, court decisions favouring inclusion of special education students, and pressure to compete in a global economy provide a forum for intense debate among educational stakeholders such as administrators, special education parents, and parents of gifted children. Proposes to identify their attitudes regarding: the effectiveness of schools in providing intellectually challenging environments for a diverse population and the barriers equity might create in educating today’s students to become tomorrow’s high level, creative thinkers in a democratic society. Explores the macropolitical aspects of state‐mandated inclusion and the micropolitical barriers one superintendent faced when trying to establish equity for all students in a hostile environment where parents of special education and gifted children joined forces to campaign actively against inclusion. This unusual bonding propelled the study from a traditional research design to one which more closely resembled action research. Describes the tension existing among diverse educational stakeholders who viewed equity differently. Provides recommendations for improving educational leadership training to include strategies dealing with issues like those encountered during this research.

Recent studies in education attempt to ‘criminologise’ some of the current practices and policies of higher education institutions – that is, to deconstruct certain philosophies and practices which may be discriminatory, offensive, and biased to certain social groups. Recent theoretical frameworks problematize current higher education policies, many of which are taken for granted. This paper adopts a critical perspective, shedding light on some practices as they occur in higher educational institutions, by human and non-human agencies. The study applies a ‘detective’ approach examining some problematic uses of technology a higher education institution. In this proposed approach, researchers play the role of ‘detectives’, investigating possible breaches of good practice (possibly discriminatory) committed by higher education actors (referred hereafter as ‘defendants’). Most of these offences are committed through the use of educational and institutional technologies. The purpose of this theoretical approach is to empower alienated social groups against such practices by identifying ‘defendants’ and the implications of their acts. The study uses empirical data from interviews, visits, and observations to explain the ways in which defendants respond to the accusations levelled against them by other users of educational technologies. The investigation revealed that technology was used, among many other functions, to manoeuvre around the legal and ethical system serving the interests of some stakeholders. Then, the study categorises these manoeuvres, explaining the legal implications of each category, and recommending consideration of important academic and institutional issues.

The purpose of this paper is to explore how school principals influenced or controlled leadership coaches working with assistant principals in urban secondary schools.

This longitudinal qualitative case study drew upon semi-structured interviews and program documents obtained from participants in a university-based leadership coaching program across three academic years. The study included 22 total participants, including ten assistant principals, nine leadership coaches, and three program staff.

A thematic analysis of the data produced three themes. First, principals controlled coaches’ work with assistant principals both directly and indirectly. Second, the extent of principal control influenced how coaches developed a confidential relationship with the assistant principals and what strategies they used to preserve the confidential nature of the coaching relationship. Third, the focus of the coaching support evolved in response to the assignment of responsibilities and duties to the assistant principals, which were largely outside the assistant principal and leadership coach’s control. The absence of alignment between coaching priorities and leadership responsibilities frustrated coaches.

The findings from this study make two significant empirical contributions to the literature. First, the study provides critical new insights about the extent to which politics generated by principals and administrative teams may influence the work of leadership coaches. Second, the study contributes to the sparse literature about leadership coaching for assistant principals, particularly those working in secondary school settings in the USA.