Political Analysis of Mountain Top SD
Political Analysis of Mountain Top School District
Robert Scott
School of Education, Liberty University
Political Analysis of Mountain Top SD
Mountain Top School District is located in one of the New England states and serves
eight communities over two states. The district operates two elementary schools with preschool
through eighth-grade students and one comprehensive high school. There are approximately 250
total employees that span many different departments. The final governance of the school district
is made by seven elected school board members who serve three-year terms. No requirements,
other than residency, prohibit anyone from running for one of the school board seats.
Political Analysis
Organizations need to have a positive outlook on the existing political structure to
prevent adverse outcomes for individuals and be more effective (Bolman & Deal, 2021).
Additionally, the political lens suggests that power is distributed among various stakeholders and
that decisions are made based on political influence and coalitions. While carefully considering
the political impact, organizations can better understand the existing power dynamics and how
they influence decision-making (Milacci & Kuhne, n.d.). Bolman and Deal suggest that when
organizations do this, they can make more informed decisions that consider the interests and
perspectives of all stakeholders.
Power in the Organization
Power and influence in an organization are essential components of the political frame
because this is how leaders compete for the necessary resources needed to achieve desired
outcomes (Bolman & Deal, 2021; Milacci & Kuhne, n.d.). Furthermore, Milacci and Kuhne state
that various forms of power ensure that each unit in the organization is getting its share of the
resources. According to Singh (2009), five types of power exist in organizations, and the types of
powers need to be aligned with the climate and culture to be effective. Some research indicates
Political Analysis of Mountain Top SD
that expert, referent, and reward power bases are preferable in educational organizations to
promote positive staff relationships and encourage meaningful change (Argon & Dilekci, 2016).
In the Mountain Top School District, several power levels exist in the organization. At
the very top level, the school board operates under the legitimate power type because they are an
elected official, and they tend to influence because of their position and not because of the
individual (Kovach, 2020). The school district superintendent serves as the lead supervisor and is
associated with the legitimate and expert power types because they serve as the chief learning
officer of the organization (EPM, 2017). Additionally, the superintendent who serves the
Mountain Top School District operates under the referent power type because of their years of
service and the trusting culture they have created (Miller et al., 2009).
At the school building level, the school principals operate under several power types and
must transition between the various types depending on the function they carry out within their
job description (Argon & Dilekci, 2016). For example, a principal must use coercive power
when a teacher is non-compliant with a school district initiative. In the following situation, they
may use their rewarding power to recognize a student who did well with a behavior correction.
Due to positive school culture, principals mostly use their expert and informational powers to
lead initiatives, which leads to higher motivation among the teaching staff (Peyton et al., 2019).
At the teacher level, various types of power exist amongst the Mountain Top School
District staff. Veteran teachers and teacher leaders have established referent and expert powers
because they are seen as role models and have experience (Van Vliet, 2010). All teachers utilize
coercive and rewarding power to control student behaviors and the outcomes of instruction.
Finally, according to Van Vliet’s explanation of power levels, the leadership of the teacher union
Political Analysis of Mountain Top SD
has legitimate powers that are bestowed upon them through the union by-laws and election
process.
Access to Information
Bolman and Deal (2021) point out that some “organizations and political systems
typically give some individuals and groups more access than others to decision arenas” (p. 200).
Furthermore, the authors state that agendas are developed to help an organization outline its
goals and the steps and actions needed to achieve them. Muthoo and Shepsle (2003) suggest that
organizations can have several differing agendas, depending on the various units that exist, and
that agenda setting is generally reserved for senior representatives of the unit. Bolman and Deal
also suggest that access to other information, such as knowledge of procedures and the ability to
cope with uncertainty, is the responsibility of the various organization leaders with expert
powers.
Agendas are set mainly by the administration and the Mountain Top School District
school board. The education department also influences those agendas through the initiatives and
mandates they impose upon all school districts. The administrative team collaboratively uses
their expert and legitimate powers to identify mandates and key issues, prioritize them, and
develop strategic plans to address them. In keeping with best practice, the Mountain Top School
District shares the decision-making agenda with stakeholders to allow for feedback and provide
the vision for decision-making (Honig & Coburn, 2008).
Control over information and knowledge of procedures are also generally reserved as
administrative power. The Mountain Top School District has established policies that govern the
release of certain information and lay out the framework for various procedures in decision-
making. Bolman and Deal (2021) suggest that organizations develop “standard operating
Political Analysis of Mountain Top SD
procedures, traditions, and contracts” (p. 197) to assist in dealing with uncertainty. The school
board and administrative team have developed and implemented these to assist when factors are
unpredictable. Most recently, the school district failed to pass a budget and used established
procedures to reduce the operating cost of the district with minimal impact on student
instruction.
Power Coalitions and Alliances
Power coalitions and alliances are individuals who come together to influence decision-
making within an organization (Mithani & O’Brien, 2021). In school organizations, power
coalitions can form as a group of teachers advocating for change or some parents urging
community members to increase funding (Tattersall, 2005). According to Mithani and O’Brien,
in some cases, power coalitions and alliances can benefit educational organizations by helping
promote positive change and advance the interests of different stakeholders. Effective
communication and collaboration among different coalitions and alliances within the school
organization are essential to avoid tension and conflicts between the groups that might be vying
for the same priority or do not feel they are a part of the decision-making process (Bolman &
Deal, 2021).
Several examples of power coalitions and alliances exist within the Mountain Top School
District. The school board is a form of alliance that works towards the common goal of setting
priorities and providing resources for the school district. Dervarics and O’Brien (2019) suggest
that for a school board to be a positive, influential coalition, they must forge strong relationships
with administrators and teachers to develop mutual respect. The school board at Mountain Top
has members that have been in place for a while and have spent time building solid relationships
with key organizational stakeholders.
Political Analysis of Mountain Top SD
Another example of an up-and-coming alliance in the school district is the Parent-
Teacher Organization at the elementary level. According to Mapp and Kuttner (2013), research
and recent policy changes suggest that schools need to engage more families in the educational
process, and parent organizations can assist in recruiting and promoting family engagement.
Another form of a coalition in the district is the various student organizations that advocate for
student well-being and positive culture. At all educational levels, student organizations have
some influence on the decision-making process, and they also advocate to better the student
experience.
Upward Influence
Creating upward influence in an organization refers to the ability of a unit to influence
those who are higher up in the organizational hierarchy (Chaturvedi et al., 2019). Cialdini (2016,
as cited in Bolman and Deal, 2021) presents strategies that allow experienced members of an
organization to influence others, many times without the stakeholder realizing the influence is
taking place. These strategies require a combination of strong performance, strategic alignment,
relationship building, innovative thinking, and advocacy. By demonstrating its value and
importance to the organization, a unit can gain the attention and support of those higher up the
ladder (Robinson, 2022).
At all unit levels in the Mountain Top School District, there are varying ways in which
individuals and groups generate upward influence. At the school level, several grade-level
teaching teams have implemented the math program in a particular way, and because of the
results they have yielded, they have jockeyed for ways to influence the building administration.
When grade-level units can yield positive results, leaders and managers are more likely to take
notice because they deliver high-quality results and are more likely to listen to future ideas and
Political Analysis of Mountain Top SD
suggestions (Chaturvedi et al., 2019). Another unit involving teachers that substantially impacts
upward influence is the collective bargaining unit that governs teacher contracts. Bolman and
Deal (2021) suggest that in some instances, the teachers’ union may have more influence on an
educational organization than the superintendent and school board.
Building-level administrators also have an upward influence through regular
communication with the superintendent and school board. Principals in the Mountain Top
School District submit a monthly report encompassing progress updates to initiatives, assessment
data, and professional development. While presenting the reports to the school board and
superintendent, principals can tell the stories behind the information in the report to generate
upward influence by subtly advocating for what they believe in and how they envision potential
change (Monarth, 2014). Furthermore, principals in the school district can generate upward
influence by demonstrating strong leadership skills, building trusting relationships, being
effective communicators, and managing the change process effectively (Miller, 2014).
Analysis Summary
The Mountain Top School District seems to fit the traditional political mold of an
educational organization. The units have varying power levels, and the school board has the most
legitimate power. Both the board and the superintendent can control the district’s agenda, but
policies are in place to allow for stakeholder influence. The teacher’s union and parent
organizations are two examples of coalitions and alliances that affect the political landscape.
Finally, there are opportunities for different units to create upward influence within the district,
and history shows a decent track record of listening to stakeholder feedback.
Political Analysis of Mountain Top SD
References
Argon, T. & Dilekci, U. (2016). Teacher views on school administrators’ organizational power
sources and their change management behaviors. Universal Journal of Educational
Research, 4(9), 2195-2208. https://doi.org/10.13189/ujer.2016.040932
Bolman, L. G. & Deal, T. E. (2021). Reframing organizations (7th ed.). Jossey-Bass.
Chaturvedi, S., Rizvi, I. A., & Pasipanodya, E. T. (2019). How can leaders make their followers
commit to the organization? The importance of influence tactics. Global Business
Review, 20(6), 1462-1474. https://doi.org/10.1177/0972150919846963
EPM (2017, July 7). 5 types of power [Video]. Expert Management Program.
https://youtu.be/VJztnIFPO4o
Honig, M. I. & Coburn, C. (2008). Evidence-based decision making in school district central
offices: Toward a policy and research agenda. Educational Policy, 22(4), 578-608.
https://doi.org/10.1177/0895904807307067
Kovach, M. (2020). Leader influence: A research review of French & Raven’s (1959) power
dynamics. The Journal of Values-Based Leadership, 13(2), 1–11.
https://doi.org/10.22543/0733.132.1312
Mapp, K. L. & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework
for family-school partnerships. American Institute for Research. https://www2.ed.gov/
documents/family-community/partners-education.pdf
Milacci, F. & Kuhne, G. (n.d.) Understanding organizations as systems of power and influence
[Video]. Liberty University. https://cdnapisec.kaltura.com/index.php/extwidget/preview
partner_id/2167581/uiconf_id/ 39959791/entry_id/1_49exjsos/embed/dynamic
Political Analysis of Mountain Top SD
Miller, J. (2014, June 9). Influencing upward: The skill you need to get ahead. Forbes.
https://www.forbes.com/sites/dailymuse/2014/06/09/influencing-upward-the-skill-you-
need-to-get-ahead/?sh=63522c517de6
Miller, T. N., Salsberry, T. A., & Devin, M. A. (2009). Power and role of the superintendent.
Educational Considerations, 36(2), 1-10. https://doi.org/10.4148/0146-9282.1167
Mithani, M. A. & O’Brien, J. P. (2021). So what exactly is a “coalition” within an organization?
A review and organizing framework. Journal of Management, 47(1), 171–206.
https://doi.org/10.1177/0149206320950433
Monarth, H. (2014, March 11). Storytelling as a strategic business tool. Harvard Business
Review. https://hbr.org/2014/03/the-irresistible-power-of-storytelling-as-a-strategic-
business-tool
Muthoo, A. & Shepsle, K. A. (2003, July). Agenda-setting power in organizations with
overlapping generations of players (The University of Essex Working Paper).
https://www.researchgate.net/publication/5020002_Agenda_Setting_Power_in_Organizat
ions_With_Overlapping_Generations_of_Players
Peyton, T., Zigarmi, D., & Fowler, S. N. (2019). Examining the relationship between leaders’
power use, followers’ motivational outlooks, and followers’ work intentions. Frontiers in
Psychology, 9(2). https://doi.org/10.3389/fpsyg.2018.02620
Robinson, D. (2022, March 28). 5 ways to influence up in the workplace. Harvard Business
Review. https://hbr.org/2022/03/5-ways-to-influence-up-in-the-workplace
Singh, A. (2009). Organizational power in perspective. Leadership and Management in
Engineering, 9(4), 159–217. https://doi.org/10.1061/(ASCE)LM.1943-5630.0000018
