The micropolitics of school district decentralization

Abstract

This case study of school district educational reform in the United States adds to the knowledge base of macropolitics of federal, state and local governing bodies and private sector agencies in formulating educational policies: It also contributes to our understanding the microplitics of policy implementation. Middle managers' political acquiescence and resistance to district-wide decentralization and distributive leadership initiatives were studied using a longitudinal, ten-year (1998-2008) case study method. Middle managers were faced with a dilemma when the school district implemented a state sponsored decentralization policy that included adoption of distributed leadership and Total Quality Management (TQM). On the one hand, middle managers risked termination if they failed to implement legislated reform policies and the superintendent's directives. On the other hand, if they succesfully implemented such policies their positions would become redundant. Initially responses of middle managers ranged along a continuum from acquiescence to resistance however as implementation of the decentralization initiative accelerated, middle managers' political resistance increased in scope and intensity. Findings from the case study discussed in this article that superintendent's success at implementation of district-wide decentralization policies is related to the nature and structure of microplolitics at the middle management level of the organization. In addition, findings suggest that internal evaluation processes used to assess the success of the district change process were compromised by miropolitics. Understanding that those who implement policy have the capacity to reshape and even prevent implementation as intended by officials at higher levels may contribute to reframing program evaluation methods as well as enhancing understanding of the politics of the superintendency.

The Micropolitics of School Principals’ Decision Making in Nigeria: Principals’ Perspective

“…Also, Ehrich and Cranston (2004) commented that "the study of micropolitics has potential for illuminating important aspects of school organizational life" (p. 21). Bjôrk and Blase (2009) concluded from their review of literature that "micropolitical processes are a normal part of organizational life " (p. 199). In other words, school organizational politics seems to pervade every school system.…”

International Comparison of the Influence of Educational Reform on Superintendent Leadership

“…The degree to which political culture and processes influence outcomes (e.g., management decisions, school board policies, academic programs, and instructional practices) varies from district to district (Blase & Björk, 2010;Blase & Blase, 2000). In sum, micro-political processes and structures define the school district's political culture, which may account for stability and resistance to change as well as the district's capacity to successfully implement educational reforms (Ball, 1987;Björk & Blase, 2009). Externally imposed mandates for educational reforms increase the level and intensity of political conflict in schools and district offices and thus make micro-political processes more visible (Blase, 1998;Björk & Blase, 2009).…”

“…In sum, micro-political processes and structures define the school district's political culture, which may account for stability and resistance to change as well as the district's capacity to successfully implement educational reforms (Ball, 1987;Björk & Blase, 2009). Externally imposed mandates for educational reforms increase the level and intensity of political conflict in schools and district offices and thus make micro-political processes more visible (Blase, 1998;Björk & Blase, 2009). …”

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