Four School Leadership Teams Define Their Roles Within Organizational and Political Structures to Improve Student Learning

Janet H. Chrispeels, University of California - Santa Barbara
Kathleen J. Martin, University of California - Davis

Article comments

Volume 13, Issue 3, Pages 327-365. Post-print version. The definitive version can be found online at: http://dx.doi.org/10.1076/sesi.13.3.327.3430.

NOTE: At the time of publication, the author Kathleen Martin was not yet affiliated with Cal Poly.

Abstract

A shift in educational policy and practice is to involve teachers in school reform. Many reform programs require school leadership teams for involving teachers, yet few studies have examined how teachers take up such new roles and responsibilities. Using the dual conceptual lenses of open-systems and micropolitics, we investigate how four middle school teams engaged with their colleagues to construct an identity, assume leadership roles, and situate themselves in their schools. We argue that the influence of training enabled teams to assume four roles: communicators, staff developers, problem-solvers, and leaders of change. The findings suggest that teams and educational leaders need to recognize the influence that existing organizational structures have on teams and the actions they are able to take. The results also indicate that knowledge of the organizational structure as well as micropolitical dynamics can serve as leverage points for constructing their roles and initiating change.