Schools, like most contemporary organizations, are complex places, and there is an extensive body of evidence that outlines the skills that school leaders must possess to effectively operate schools. Effective school leadership is essential, and not only for the safe and orderly operations of school. Recent evidence indicates that a positive relationship exists between principal effectiveness and student achievement.
The complexity of schools is due in part to the fact that schools are immersed in politics. This case sought to explore how principals acquire and develop the micropolitical skills required for their position from the onset of the principalship.
","abstract_html":"<p>Schools, like most contemporary organizations, are complex places, and there is an extensive body of evidence that outlines the skills that school leaders must possess to effectively operate schools. Effective school leadership is essential, and not only for the safe and orderly operations of school. Recent evidence indicates that a positive relationship exists between principal effectiveness and student achievement.</p> <p>The complexity of schools is due in part to the fact that schools are immersed in politics. This case sought to explore how principals acquire and develop the micropolitical skills required for their position from the onset of the principalship.</p>","abstract_has_math":false,"creators":["Stimmel, John"],"institution":null,"degree_name":"EdD Education Leadership, Management and Policy","degree_level":"Dissertation","degree_discipline":"Education Leadership, Management and Policy","degree_department":null,"school":null,"contributors":["Daniel Gutmore, Ph.D","Elaine Walker, Ph.D","Geraldine Sullivan Keck, Ed.D","Allyn Leeds, Ed.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-10-01T07:00:00Z","date_published":"2010-10-01T07:00:00Z","updated_at":"2026-07-24T04:33:15Z","subjects":["micropolitics","power","politics","agenda setting","decision making","bargaining","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.shu.edu/dissertations/2136","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Daniel Gutmore, Ph.D","Elaine Walker, Ph.D","Geraldine Sullivan Keck, Ed.D","Allyn Leeds, Ed.D"]},{"key":"dc:creator","label":"Author","values":["Stimmel, John"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Leadership, Management and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD Education Leadership, Management and Policy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["micropolitics","power","politics","agenda setting","decision making","bargaining","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.shu.edu/dissertations/2136"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Schools, like most contemporary organizations, are complex places, and there is an extensive body of evidence that outlines the skills that school leaders must possess to effectively operate schools. Effective school leadership is essential, and not only for the safe and orderly operations of school. Recent evidence indicates that a positive relationship exists between principal effectiveness and student achievement.
The complexity of schools is due in part to the fact that schools are immersed in politics. This case sought to explore how principals acquire and develop the micropolitical skills required for their position from the onset of the principalship.
"]},{"key":"dc:title","label":"Title","values":["Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership"]}]}],"canonical_facts":{"dc:contributor":["Daniel Gutmore, Ph.D","Elaine Walker, Ph.D","Geraldine Sullivan Keck, Ed.D","Allyn Leeds, Ed.D"],"dc:creator":["Stimmel, John"],"dc:date.available":["2016-03-29T07:00:00Z"],"dc:description.abstract":["Schools, like most contemporary organizations, are complex places, and there is an extensive body of evidence that outlines the skills that school leaders must possess to effectively operate schools. Effective school leadership is essential, and not only for the safe and orderly operations of school. Recent evidence indicates that a positive relationship exists between principal effectiveness and student achievement.
The complexity of schools is due in part to the fact that schools are immersed in politics. This case sought to explore how principals acquire and develop the micropolitical skills required for their position from the onset of the principalship.
"],"dc:identifier":["https://scholarship.shu.edu/dissertations/2136"],"dc:subject":["micropolitics","power","politics","agenda setting","decision making","bargaining","Educational Administration and Supervision","Educational Leadership"],"dc:title":["Micropolitics and the Principalship: A Qualitative Examination of How Principals Develop This Critical Attribute of School Leadership"],"thesis:degree_discipline":["Education Leadership, Management and Policy"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["EdD Education Leadership, Management and Policy"]},"updated_at":"2026-07-24T04:33:15Z"}