ABSTRACT
In this chapter, the author pays particular attention to the career of the Headmaster of the case study school and questions his role as 'critical reality definer' in the new institution. In general terms the case study material presented is addressed to the process of becoming a comprehensive school, and the alternative views and interests revealed by the teachers involved. One of the primary vehicles for the analysis is an examination of the effects of the amalgamation on the careers of the teachers from the different schools involved. Promotions or appointments which 'officially' rely on merit and expertise may in fact be made in the light of the 'political' allegiances and educational values of the candidates. Traditional rights of territory can be used to defend and camouflage principles of interpretation and action at odds with publically acknowledged school policy. Patterns of friendship, social interaction, interpersonal influence and support and sponsorship strongly reflect the patterns of micro-political allegiance among the staff.
