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Focusing on micropolitics, the study examines how power and authority shape relationships during administrator succession. Research draws on interviews with over 100 teachers and administrators across 12 Nova Scotia schools, comparing experiences in two target sites and tracking how trust, morale, teacher efficacy, discretion, conscience, and loyalty change before, during, and after transitions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/principal-succession-and-the-micropolitics-of-educators-in-schools-some-incidental-results-from-a-larger-study/597482/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/principal-succession-and-the-micropolitics-of-educators-in-schools-some-incidental-results-from-a-larger-study/597482.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does principal succession affect teachers and school morale?","Question",{"text":112,"@type":113},"Principal turnover can disrupt morale and values, requiring teachers to adapt to new leadership and possible policy shifts. The study highlights positive and negative professional implications for teachers’ work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is micropolitics in the context of this article?",{"text":117,"@type":113},"Micropolitics is defined as the formal and informal use of legitimate and illegitimate power by principals and teachers to further individual or group goals. These goals are grounded in values, beliefs, needs, and ideologies.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the study use to explore succession processes?",{"text":121,"@type":113},"The research analyzes data from over 100 teachers and administrators interviewed annually over three years in 12 Nova Scotia schools. It compares participants in two target schools and examines decision-making processes tied to new principal authority.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597482,1792144363,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","PRINCIPAL SUCCESSION AND THE MICROPOLITICS  \nOF EDUCATORS IN SCHOOLS:  \nSOME INCIDENTAL RESULTS FROM A LARGER STUDY1  \nMatthew J. Meyer, St. Francis Xavier University,  \nand Robert B. Macmillan, University of Western Ontario,  \nwith Shawn K. Northfield, University of Nottingham  \nPrincipal turnover has the potential to impact seriously school morale and values as teachers attempt to adjust to new administrators and their possible shifts in  \nfocus. In an era of mandated school improvement, teachers in schools with new  \nadministrators have to deal not only with changes in district, state and/or provincial policies, but also with adapting to the new principal. To understand the process of adaptation, this article presents an exploration of micro-politics  \nbetween teachers and principals at the time of administrator succession and  \nnotions ofthe changing interplay between power and authority.  \nBackground  \nMuch research focuses on leadership values (Begley, 1999; Hargreaves, 2004; Shapiro & Stefkovich, 2005) but only recently, has such research been more finely focused on a leader’s values perceptions during school principal succession. Our research focused on the impact of principal succession on teachers in 12 schools in Nova Scotia, Canada. We found that trust, morale, teacher efficacy, discretion, conscience and loyalty were all factors affected by principal turnover and each had positive and negative professional implications for teachers and their work  \n1 Sponsored by the Social Sciences and Humanities Research Council of Canada.  \nbefore, during, and after principal succession events. An additional phenomenon during a succession event that we explored further here was micropolitics; we have found that issues of power and control and the negotiation of influence play an important role in the development of relationships within a school community when a new principal assumes his or her position.  \nWhile the school improvement literature focuses on the crucial elements of time and school culture, less is written on the impact of principal turnover on school improvement, and on school culture. Our research is an attempt to understand what impact micropolitics has on principal turnover and on the process of value negotiation that becomes manifested in levels of trust and in shifts in school culture, in teacher morale and in teacher efficacy. Researchers such as Begley (2003), Leithwood (1999), Willower (1999), and Greenfield (2004) acknowledged that school leaders are challenged, both personally and professionally, during their entry into a leadership position. This is due to each leader’s need to negotiate their role and to develop their understanding of the new context. New principals may experience conflict in attempts to bridge personal leadership styles with their predecessors’ while teachers adjust to potential changes in values and to a new principal’s perceptions of leadership. While governance protocols are not at issue, teachers’ perceptions ofthe new principal and of the potential shifts in values become the matters affecting how well new principals assume their roles. Our study’s goal was to look at succession through the eyes of over 100 teachers and administrators who were interviewed each year over a three year period. In this article, we compare and contrast the experience of participants in two ofour target schools by focusing on the micropolitics that were a part of the new principal’s assumption of authority and were in evidence through the development of decision making processes.  \nMuch ofour current insight into and understanding of micropolitics came from: Blase and Anderson (1995); a special issue of School Leadership & Management edited by Mawhinney (1999) which was entirely devoted to the study of micropolitics of schools; and Blase and Blase (2002) . The operational definition we have used is derived from Blase (1991, p.11) . Our definition is as follows:  \nMicropolitics is the formal and informa","cbCaicpjZ2DOs57M","https://ap.wps.com/l/cbCaicpjZ2DOs57M","pdf",221176,26,"English","# Background\n## Methodology and Research Design","[{\"question\":\"How does principal succession affect teachers and school morale?\",\"answer\":\"Principal turnover can disrupt morale and values, requiring teachers to adapt to new leadership and possible policy shifts. The study highlights positive and negative professional implications for teachers’ work.\"},{\"question\":\"What is micropolitics in the context of this article?\",\"answer\":\"Micropolitics is defined as the formal and informal use of legitimate and illegitimate power by principals and teachers to further individual or group goals. These goals are grounded in values, beliefs, needs, and ideologies.\"},{\"question\":\"What evidence does the study use to explore succession processes?\",\"answer\":\"The research analyzes data from over 100 teachers and administrators interviewed annually over three years in 12 Nova Scotia schools. It compares participants in two target schools and examines decision-making processes tied to new principal authority.\"}]","PRINCIPAL SUCCESSION AND THE MICROPOLITICS OF EDUCATORS IN SCHOOLS - SOME INCIDENTAL RESULTS FROM A LARGER STUDY | PDF",1792085097,66]