Of teachers who build their own kingdoms in private schools-And threats they pose

In many private schools, there exists a type of teacher that school owners quietly struggle with but rarely confront openly: the political operator. This is not your average teacher who simply shows up for lessons, marks homework, or occasionally attends a parent-teacher meeting.

This is a teacher who observes, analyzes, and navigates the entire ecosystem of the school from the moment they step onto campus. Within weeks, they have mapped out the school’s social and administrative structure: who influences parents, which staff are dissatisfied, which board members harbor doubts, and where the real power in the school truly lies.

The political operator doesn’t gather information casually or out of idle curiosity. Every observation, every casual conversation, and every interaction is calculated. They are building a mental map of influence and leverage, preparing themselves for opportunities that may arise. They understand that knowledge is power, and in the context of a school, that knowledge can translate into influence over parents, colleagues, and sometimes even the direction of the institution.

How does a political operator operate? They are always present where it matters most. You will find them at the school gate during peak hours, mingling with parents. They are visible in the staffroom, where they gauge morale, listen carefully, and sometimes plant subtle ideas. At school events—whether it is parents’ day, sports trips, graduations, or community outreach—they are front and center, ensuring they are seen and noticed. In these moments, they are not just participating; they are demonstrating their indispensability.

In addition to being highly visible, political operators quietly cultivate relationships outside formal school structures. They connect with parents on a personal level, offering advice, reassurance, or just a listening ear. Some parents, over time, begin to rely on them for updates, sometimes bypassing the official school communication channels entirely. What starts as casual guidance can evolve into the perception that this teacher is the true authority on matters of school life.

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It is not uncommon for school directors to eventually notice a concerning trend: parents beginning to call the political operator directly, asking for insights, updates, or even solutions to school problems. At this point, the teacher may quietly express confidence—or even boast—“If I leave, many children will go with me… parents know me here.” It is tempting for directors to panic, to see this as a threat to the school’s stability. But here’s the truth, calmly stated: this is largely a myth.

Parents do not follow personalities; they follow systems, stability, and results. The handful of parents who may appear loyal to a particular teacher are usually those who have been subtly influenced over time, not because the teacher holds a permanent sway over them. In most cases, parents remain committed to the school as an institution, valuing its reputation, its consistency, and the outcomes it delivers for their children. No single teacher, no matter how strategic, can permanently claim loyalty over an entire parent body.

The political operator thrives in environments where systems are weak or unclear. Where communication lines are ambiguous, where leadership is reactive instead of proactive, and where decision-making is inconsistent, they find opportunity. They exploit gaps to increase their own visibility and influence, and in the absence of clear policies, they may appear to be more capable or trustworthy than they actually are.

For directors and school leaders, the challenge is not to wage war against such teachers, but to strengthen the school’s foundations so that no one individual can overshadow the institution. Systems are the antidote to personality-driven influence.

A school that functions on clear policies, transparent communication, and consistent leadership ensures that parents, staff, and students know exactly where authority lies and how decisions are made. When processes are visible, predictable, and fair, no teacher can quietly manipulate outcomes without being noticed.

Protecting communication channels is particularly crucial. In schools where informal communication is rampant—teachers speaking directly to parents without involving the administration—the risk of misinformation or misperception is high. By ensuring that official communication channels are respected and that information flows clearly from the leadership to staff and parents, directors can prevent any single teacher from controlling the narrative.

Strong leadership also involves setting expectations for staff conduct. Teachers, including political operators, must understand the boundaries of their role and the importance of professional integrity. They need to know that their influence is legitimate only when exercised within the structures of the school, not when used to create personal followings or bypass leadership.

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It is also important to recognize that political operators are not inherently “bad” teachers. Many of them are competent in their subject areas, charismatic, and deeply connected to students. The danger lies not in their teaching ability but in their capacity to create parallel influence networks that can destabilize the school’s leadership. The goal, therefore, is not to eliminate them, but to ensure their energy and talent contribute positively to the institution rather than undermine it.

Building resilience against political operators involves three key strategies:

Clarity of Structure: Every teacher and parent should understand the hierarchy, decision-making processes, and channels for feedback. This reduces uncertainty, limits manipulation, and ensures everyone knows where authority truly lies.

Transparent Systems: Policies on communication, reporting, and engagement with parents must be clear and consistently applied. When rules are transparent and enforced, opportunities for informal power accumulation diminish.

Leadership Presence: Directors and senior staff must remain visible, approachable, and decisive. The school’s leadership should be the first point of contact for parents and staff, leaving no space for misperceptions of authority.

These strategies transform a school from a personality-driven environment into a process-driven institution. Parents begin to trust the school because it delivers results consistently, not because of a single teacher’s influence. Staff operate within clear expectations, reducing the chance of internal conflicts or covert power plays. And students benefit from a stable environment where learning is the focus, not political maneuvering.

It is worth noting that political operators often thrive on recognition and visibility. They want to be seen as important, influential, and central to the school’s functioning. Leaders who acknowledge staff contributions regularly, celebrate achievements transparently, and distribute responsibilities fairly can satisfy this need for recognition without allowing any one teacher to dominate.

In private schools, where competition for students can be intense, directors may be particularly susceptible to overestimating a teacher’s influence. Losing a few students here and there may feel like a crisis, reinforcing the perception that a teacher wields extraordinary power. Yet experience shows that parents ultimately return to schools where their children are thriving academically, socially, and emotionally. The system, not the individual, is what drives loyalty.

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Ultimately, the political operator is a symptom of weak systems rather than the cause of instability. A strong school doesn’t merely survive their presence; it thrives despite it, using clear structures, effective leadership, and transparent communication as shields. No single teacher should ever become larger than the school.

Directors who internalize this lesson find that their role shifts from reacting to controlling influence to proactively shaping the institution. They focus on building resilient processes, maintaining high standards, and nurturing positive relationships across the school community. By doing so, they ensure that every teacher contributes to the school’s success without threatening its integrity.

In the end, understanding the political operator is less about fear and more about foresight. Recognizing how such teachers operate allows school leaders to anticipate challenges, implement safeguards, and ensure that the school’s culture and systems remain robust. This approach fosters a healthy environment where staff can thrive professionally, parents feel confident, and students receive the quality education they deserve.

No matter how strategic or ambitious a political operator may be, a strong private school remains untouchable. Its identity, stability, and reputation are secured by policies, leadership, and processes—not by the influence of a single teacher. By focusing on these fundamentals, directors can navigate the complex dynamics of private school management with confidence, ensuring that their institutions remain strong, respected, and capable of sustaining excellence over the long term.

In summary, the presence of a political operator is not a crisis—it is a call to strengthen your school. Build clarity into your structures. Protect your communication channels. Lead decisively and transparently. Celebrate achievements and enforce boundaries fairly. When you do, the school becomes larger than any individual, impervious to subtle power plays, and focused firmly on the mission it was created to serve: educating young minds and shaping the future.

By internalizing these principles, private school leaders can convert challenges into opportunities, turning potential disruptions into lessons in resilience, leadership, and strategic thinking. This is how strong, enduring, and respected schools are built—not around personalities, but around systems that deliver clarity, fairness, and results.

No single teacher should ever be bigger than the school. And with the right systems in place, they never will be.

By Hillary Muhalya