Abstract
Purpose. The purpose of this quantitative study was to identify the external and internal political strategies used by principals that allow them to successfully navigate the political environment surrounding dual language programs. Methodology. This quantitative study used descriptive research to collect, analyze, and report data that identified the internal and external political strategies used by current dual immersion principals. The sample included 60 current principals in California who lead schools with dual language programs and have been in the position for at least one year. An online survey was used to collect data to answer 37 research questions and an open-ended question. Findings. The external political strategies most used by principals of dual language programs are as follows: build trust; create a political vision; never let them see you sweat; you need to meet their needs, or they'll never meet yours; do your homework; and positive responses to perceived dangers win support. The internal political strategies most used by principals of dual language programs are as follows: dig the well before you're thirsty; build trust; many messengers-same message-bigger impact; empower others; and be open to their ideas. Conclusions. Principals of dual language schools value trust as one of the key components of political skills externally and internally. Externally, principals believe in the importance of establishing a political vision, maintaining confidence, meeting constituents' needs, being prepared, and maintaining a positive outlook. Internally, principals believe in the importance of relationships, empowering others, and being open to others' ideas. This study supported previous research regarding the need for principals of dual language programs to have political skill to successfully lead their organizations. Recommendations. Future research should include a qualitative case study of principals of dual language programs and their experiences to further explore their personal experiences; research in the area of best practices in delivering professional development in the political arena to principals of dual language programs; a comparative study should be conducted to analyze the differences between the principal's perceptions and their staff's perceptions regarding the use of the external and internal political strategies; a follow up qualitative study to shed light on the reasons why principals reported not using other strategies, and replication of this study in schools without dual language programs to identify the political strategies employed by the site administrators comparing the strategies used by both groups.