ERIC Number: ED350693
Record Type: RIE
Publication Date: 1992
The Prince and the Principal. Case Study #1.
Shouse, Roger; And Others
This case study illustrates one of the challenges faced by a new principal, that of reconciling one's emerging skills and understanding to an idiosyncratic school culture. This paper describes how a new principal at a troubled Chicago elementary school handled resistance to change and animosity from a group of "old guard" teachers in her efforts to initiate school improvements. She made a decisive but risky change in perspective and strategy, employing a Machiavellian approach to mobilize parental support and actively challenge the power bases of obstructionist teachers. She enlisted the help of sympathetic teachers and set out to gain control in the Parent Advisory Council (PAC), the teachers' union, and the Parent Teacher Association (PTA). Findings demonstrate the importance of gaining the support of parents, teachers, and other administrators; the value of setting clear goals for improvement; and the need for persistence despite the slow pace of change. (LMI)
Descriptors: Educational Administration, Educational Change, Elementary Education, Leadership, Leadership Styles, Parent Participation, Parent School Relationship, Politics of Education, Principals, Resistance to Change, Teacher Administrator Relationship
Harvard Graduate School of Education, The National Center for Educational Leadership, 444 Gutman Library, 6 Appian Way, Cambridge, MA 02138 ($4).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Educational Leadership, Cambridge, MA.
Grant or Contract Numbers: N/A