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Blazing New Trails - Connexions

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Navigating the Politics of Change in a Suburban School District: A Phenomenological Study 247<br />

Table 1 (continued). Choice T-chart with all Themes and Factors of the Research Study<br />

___________________________________________________________________________<br />

Themes<br />

Personal Motivation: One chooses what does or does not<br />

motivate actions. Motivations stemming from group<br />

consideration rather than personal gain are a choice.<br />

Personal Agenda: An underlying personal agenda is only the<br />

choice of that person. Often no one else knows another’s true<br />

personal agenda and at times it is difficult to admit to self, but<br />

it is a choice.<br />

Informational Resource Control: Access to information<br />

within the organization often is related to position or power;<br />

however, if personal connections are made and collaborative<br />

communication is a utilized characteristic, many times the<br />

amount of information is based on choice.<br />

Perception of Self: Self perception is always a choice. If you<br />

believe you can or you believe you can’t, you’re right.<br />

Perception of Others: One chooses how to look at others<br />

related to their power and influence. The more facts and<br />

information one is armed with, the more a person is able to<br />

create a more targeted perception of others.<br />

_____________________________________________________________________<br />

It is evident that choice determines one’s ability to impact change. Purposefully, there<br />

is a dotted line in between the two sides of the T-chart above. The reason for this is that,<br />

ultimately, there is choice in everything. One could choose to quit working in certain<br />

situations or, on the other hand, decide not to make that choice because of extenuating outside<br />

circumstances. We are in control of our actions in the workplace as much as we wish to be.<br />

The change process is challenging and often causes unrest in the organization. For this reason,<br />

it is imperative to be aware of the choices that are made within that change process. It can be<br />

concluded that a district leader must make intentional decisions related to all of the categories<br />

listed on the T-chart in order to effectively negotiate a district change. If attention is paid to<br />

each of these areas, the political environment of an organization is manageable.<br />

REFERENCES<br />

Anderson, C., Flynn, F. J., & Spataro, S. E. (2008). Personality and organizational culture as determinants of<br />

influence. Journal of Applied Psychology, 93(3), 702–710.<br />

Beachum, F. & Dentith, A. (2004). Teacher leaders creating cultures of school renewal and transformation. The<br />

Educational Forum, 68(3), 276–286.<br />

Boonstra, J. J. & Bennebroek-Gravenhorst, K. M. (1998). Power dynamics and organizational change: A<br />

comparison of perspectives. European Journal of Work and Organizational Psychology, 7(2), 97–120.<br />

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand<br />

Oaks, CA: Sage.<br />

Crowther, F., Ferguson, M., & Hann, L. (2009). Developing teacher leaders: How teacher leadership enhances<br />

school success. Thousand Oaks, CA: Corwin Press.<br />

Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14–19.

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