Superintendent-School Board Conflict: Navigating Politics in District Leadership

• In Event: Constructing and (Re)imagining Educational Leadership Through the Use of Case Studies

Abstract

This case study explores district-level leadership conflict, addressing the superintendent-to-school board relationship through the lens of a fictionalized controversy in Metroplex ISD, a large, diverse suburban school district in Texas. The narrative focuses on the ethical and organizational fallout after several school board members covertly advance a plan to split the district, sparking student protests, teacher outcry, and community backlash. The superintendent, Dr. Mitchell Graves, finds herself caught between maintaining professional integrity, safeguarding student equity, and navigating political tensions. She ultimately makes the difficult decision to resign. Though fictional, the case is grounded in real-world challenges educational leaders regularly face, including ethical dilemmas and the politicization of school leadership decisions. The case was designed for graduate-level coursework and the professional development of current and aspiring educational leaders, including superintendents and district administrators, inviting reflection on leadership, ethical decision-making, and coalition-building.
The primary theoretical framework of the case study draws on Bolman and Deal’s (2021) four organizational frames: structural, human resource, political, and symbolic. These frames are explicitly defined and applied to guide students' analysis of Metroplex ISD’s leadership crisis and how it unfolds. Each frame illuminates a different aspect of the superintendent’s dilemma. The authors also incorporate McClelland’s (1985) theory of needs to examine how leaders respond when politics conflict with morality.
The case narrative spotlights a superintendent, her thought process, and how she leads during a district-wide and community-wide uproar. Her leadership and ethical considerations throughout allow students to grapple with the complex demands of district leadership in politically strained contexts. While the case is open-ended, it presents a leadership moment that demands clarity of values, ethical decisions, and placing student needs at the forefront. Teaching notes also include suggested activities such as drafting interview protocols for future superintendents, developing strategies for board-superintendent alignment, and designing equity-minded governance reforms. These resources support a deeper understanding of the complex predicaments superintendents face. Thus, the case serves as a reflective tool for leadership preparation programs, helping leaders practice navigating adversity, considering the way they would handle similar situations.

Authors

• Kailey Penn, Texas Christian University

• Bel Williams, Texas Christian University