The Micropolitics of Educational Change Experienced by Novice Public Middle School Principals

Abstract

Novice public middle school principals currently face the challenge of navigating internal micropolitical structures while negotiating educational change during a period of decline. This year-long qualitative study detailed the lived experiences of two suburban novice middle school principals as they found themselves leading within a macropolitical environment containing slashed public school budgets, contracted student programs, teacher cutbacks, and policy mandates to improve student achievement. The study captured the ideologies and values of subsystems between teachers and administrators, negotiations of boundaries and turf between administrators and teachers, and how principals asserted bureaucratic leadership approaches for political ends.