Micropolitical and face-work strategies of assistant principals
Abstract
This study explored the micropolitical strategies, face-work strategies, and change-orientations of assistant principals. In order to gather data, six assistant principals with more than one, but fewer than six years of experience as assistant principals were interviewed. What emerged from the data collected was that none of the assistant principals was a true "clique," i.e., an individual committed to sustaining the status quo in an organization (Burns, 1955). One true "cabal," an individual committed to organizational change (Burns, 1955), emerged in the study; however, the cabal was not an assistant principal. Rather, she was a colleague (student activities director) of one of the assistant principals interviewed. An unexpected outcome of the study was the influence the assistant principal-principal relationships had on the tendencies of the assistant principals to initiate change or to maintain the status quo in their schools. Marshall and Mitchell (1991) identified occupationally related micropolitical strategies used by assistant principals during the course of their work day. Results of this study, unlike Marshall and Mitchell's (1991), suggest that the micropolitical and face-work strategies assistant principals use on the job vary and appear to be influenced by the nature of the relationships assistant principals have with their principals. Four types of assistant principal-principal relationships were identified in this study. The relationships are: "strained/cautious," "aloof/indifferent," "complementary," and "ideal." Micropolitical and face-work strategies used by the assistant principals interviewed were sorted according to the nature of their relationship with the principal. The investigator discussed the relationship between micropolitics and face-work. Specifically, it was posited that face-work is a "condition" of micropolitics.
Degree
Ph.D.
Advisors
Okeafor, Purdue University.
Subject Area
School administration
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