The Micropolitical Acumen of Secondary School Principals in Ontario

This study explores the micropolitical acumen of Ontario secondary school principals in their work with teachers. Secondary schools can be unwieldy because of their size, fragmented structure, and balkanization of departments. Effective principals must understand the micropolitics of this environment, work strategically with teachers, and reflect on their strategic action. Five secondary school principals, considered by teachers to be politically effective, were interviewed from one school board. The data was analysed by constant comparison regarding principals' understanding, strategic actions, and reflection within a micropolitical environment. Principals' strategies were categorized as follows: setting direction; communicating strategically; building relationships; gathering information; managing conflict; team-building; using policy strategically; and persuading. Three findings follow: gathering information and relationship building are foundational to other micropolitical strategies; principals perceive morals and micropolitics as interconnected; and principals' differing opinions regarding the nature of conflict in their role may influence the strategies they use.M.A