Primary schooling in Taiwan is in a process of radical restructuring during the decade. At the centre of these restructuring is the position of the principal and questions to do with how principals, as school leaders, respond to radical change. Adopting a case-study approach, the study chose a middle Taiwanese primary school to investigate how the principal leant to be political. Using micropolitical leadership, the principal at the researched site successfully coped with internal change and external demands. Continuing learning for leadership is the core of working as a principal. The study adopted the qualitative approach to gather data through interviews and focus group discussions. The research findings revealed three dimensions of micropolitical literacy in leadership for Taiwanese elementary principals including cognitive, operational and experiential dimensions. The study suggests elementary principals in Taiwan should cultivate micropolitical literacy in leadership during the period of principal preparation.
|Keywords:||school leadership, micropolitics, micropolitical leadership|
Professor, Center for Teacher Education, National Chung Cheng University, Chia-Yi, Taiwan