Abstract

Purpose

Principals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school teaching and culture. In specific, we were interested in which influence tactics principals and staff considered to be efficient during such a second-order change process.

Design/methodology/approach

The study was based on a case study method focusing on four Israeli Jewish state public religious schools participating in the “Routes” program aimed at strengthening religious values in schools. Data collection included semi-structured interviews with principals, teachers with program coordinators responsibilities, and teachers in four schools.

Findings

The results suggest that school principals who are considered successful in leading changes display two key influence prototypes: a hybrid type that combines soft and hard influence tactics, and a unitype that relies on soft influence tactics.

Originality/value

The research contributed to the limited knowledge in educational administration on micro-politics and political behaviors in the course of school changes.