What question did this study set out to answer?

To examine how interpersonal staff dynamics and micropolitics within teaching faculties inhibit school principals from enacting instructional leadership.

December 9, 2025Journal of Educational Administration & History

How staff dynamics can constrain instructional leadership

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Authors

HSHaim Shaked

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Overview

Qualitative study uncovers staff dynamics that restrict instructional leadership in elementary schools, highlighting how school micropolitics undermine pedagogical improvement.

Key Points

To examine how interpersonal staff dynamics and micropolitics within teaching faculties inhibit school principals from enacting instructional leadership.
Conducted a qualitative study using semi-structured interviews with N=27 elementary school principals across Israel.
Identified non-instructional collegiality as a barrier where teachers prioritize personal harmony over professional, instruction-focused dialogue.
Demonstrated that teacher-controlled boundaries collectively restrict leadership access to classrooms, creating conflict-avoidant norms that protect poor performance.
Revealed patterns of coordinated non-cooperation, in which cohesive staff networks resist pedagogical reforms through superficial compliance.

Cite This Study

Haim Shaked (2025) studied this question.

synapsesocial.com/papers/6a757de3b172e98d88f55352 https://doi.org/10.1080/00220620.2025.2598300

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Ask AI

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December 9, 2025Journal of Educational Administration & History

How staff dynamics can constrain instructional leadership

View Full Paper

Ask AI

Bookmark

Authors

HSHaim Shaked

Discussion

Member takes

Overview

Qualitative study uncovers staff dynamics that restrict instructional leadership in elementary schools, highlighting how school micropolitics undermine pedagogical improvement.

Key Points

To examine how interpersonal staff dynamics and micropolitics within teaching faculties inhibit school principals from enacting instructional leadership.
Conducted a qualitative study using semi-structured interviews with N=27 elementary school principals across Israel.
Identified non-instructional collegiality as a barrier where teachers prioritize personal harmony over professional, instruction-focused dialogue.
Demonstrated that teacher-controlled boundaries collectively restrict leadership access to classrooms, creating conflict-avoidant norms that protect poor performance.
Revealed patterns of coordinated non-cooperation, in which cohesive staff networks resist pedagogical reforms through superficial compliance.

Cite This Study

Haim Shaked (2025) studied this question.

synapsesocial.com/papers/6a757de3b172e98d88f55352 https://doi.org/10.1080/00220620.2025.2598300

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