Abstract
This article examines the applicability of the micropolitical perspective to understanding various dimensions of instructional supervision. A brief discussion of the centrality of micropolitics to supervisory structures, processes, and practices is followed by reviews of two emergent streams of research: the micropolitics of teaching and the micropolitics of instructional supervision. Suggestions for further research are discussed in detail. The authors also discuss implications of a micropolitical perspective for preparation programs and administrator practice.
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