Author ORCID Identifier
https://orcid.org/0009-0008-3332-7647
Date Available
4-25-2025
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Educational Leadership Studies
Faculty
Dr. Lars Bjork
Faculty
Dr. Amanda Potterton
Abstract
This study investigates how middle-level central office leaders navigate the challenges of an increasingly turbulent educational-political (edu-political) climate shaped by The Trump Effect—a political phenomenon that emerged during Donald Trump’s 2015 campaign and continued beyond his first presidency. Research has suggested that this effect has contributed to a distressing school environment, creating an educational leadership crisis across the United States. Grounded in the theory of Districts as Institutional Actors (DIA) and systems thinking, this research explores two key questions: 1) How do middle-level central office leaders do their jobs in the current edu-political climate?, and 2) How do middle-level central office leaders describe how they contribute to district reform efforts within a turbulent edu-political climate? Using qualitative methods—a screening survey, semi-structured interviews, and artifact review—this study captures the perspectives of seven female middle-level central office leaders in two politically polarized states, Kentucky and Connecticut. The identity of participants was protected by the removal of any identifiable information from the narrative. Findings indicated that these leaders were deeply invested in their roles, district systems and structures, stakeholder relationships, and effective leadership strategies. They also demonstrated a strong commitment to advancing equity initiatives, particularly in curriculum and instruction. This study highlights the pressing need to better prepare middle-level leaders for navigating politically charged educational landscapes and to understand how leaders from diverse demographic backgrounds perceive and respond to political turbulence.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.32
Recommended Citation
Fineman, Bonnie, "Middle-Level Central Office Leadership in a Turbulent Edu-Political Climate" (2025). Theses and Dissertations--Educational Policy Studies and Evaluation. 111.
https://uknowledge.uky.edu/epe_etds/111
