D.B.A.  Baker College (Michigan), 2016.
Specialization:  Education leadership; Business administration

Distributed leadership and micropolitical conflict
105 pages. UMI #: 10018961
Citation, Abstract & Full text in ProQuest Dissertations & Theses Database

Distributed leadership is prescribed by the U.S Department of Education as the leadership model for the U.S. public school system. The problem is that micropolitical conflict may affect teacher attitudes. The purpose of this qualitative case study was to better understand how micropolitical conflict in the distributed leadership model affects teacher attitudes. The theoretical framework was based on Flessa’s assertion that the study of distributed leadership and micropolitics has the potential to generate useful analysis of teacher experiences and expectations. The research questions inquired about how distributed leadership affects public school teacher motivation, micropolitical conflict among teachers and teacher leaders, teacher performance, and student academic achievement. The data collection consisted of face-to-face interviews with a random sample of 12 teachers. The teachers randomly sampled were from a population of 61 elementary, junior high, and high school teachers in a southeastern Michigan school district. Transcripts were coded for themes. Key results showed that teacher motivation and performance were affected by lack of student academic support at home and by state testing requirements and that there was minimal micropolitical conflict among teachers and teacher leaders. The results of this study can be used by parents, teachers, principals, and school administrators to improve teacher motivation and performance.

• Bernice Folz, Ph.D., Chair
• Peggy Hougton, Ph.D.
• Helen Bojarczyk, Ph.D.