Chapter 4: Governance Challenges and Micropolitics of the Rural Superintendency

American public education is a multi-billion-dollar undertaking funded by tax dollars. As the chief administrative officer of the school district, the responsibility for governance within the district falls directly upon the shoulders of the superintendent. Superintendents often relate that very few people in schools, or in the broader public, are aware of the nature of their position (Kowalski & Brunner, 2011). Rural school districts have unique traits and characteristics that distinguish them from suburban and urban public schools (Masumoto & Brown-Welty, 2009).

Board members, elected by the public, can have limited outlooks for improvement, especially in communities with rapidly changing demographics (Kamruth & Brunner, 2014). Steeped in tradition rural school board members may be reluctant to change, necessitating a careful approach requiring the building of coalitions to sway opinion toward transformation. Perhaps more so than urban and suburban superintendents, the rural superintendent should have a thorough understanding and working knowledge of micropolitics. Defined as the use of formal or informal power within organizations to achieve a desired goal, to effectively use micropolitics, the superintendent must be able to build coalitions, and be prepared to negotiate rather than dictate.