These might prove useful if you have not already come across the publications

Lefstein, A., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505-514.

Hardy, I. (2012). The politics of teacher professional development: Policy, research and practice. Routledge.

I would encourage you to look directly at locales where the power relations seem to be either working very well or where they are working through the kinds of issues you are interested in understanding better/teaching.

An ongoing curriculum research program comes first.  All but the fewest publishers are unaccountable pirates.  Compare their fad-chasing, unaccountable, dog-and-pony showing marketing foolery -- posing as "experts" to state governments, to the real, continuous research of Englemann & Carnine or Suppes & Zanotti.  Strive for teacher-proof curricula.  And then strive for curriculum-proof teachers -- for one thing fight for more democratically governed faculty.  Human behavior is harder change than provably better curricula -- but you must find educational publishers who are not simply overrated hucksters and pirates.  Do you really believe teachers, after over 100 years of data, are really to "blame" for low math scores?  Write your own curriculum until these thieves are made accountable for ongoing improvements in learning and outcomes.  

Use Pedagogical Method, very effective in teaching.

Defining power as a dynamic relation between interdependent subjects is one of the main ideas of the sociologist Norbert Elias. He defines people as living in figurations, which are relational networks. I think his ideas are adaptable to ideas of micro-politics in school, even more they could make the ideas of micro-politics, especially the understanding of power, even more dynamic.

Unfortunately, Elias still isn´t included in all textbooks on sociological thinking, but in some of them, he is. I am afraid I can´t tell you appropriate textbooks because I am only familiar with the german ones. But I can strongly recommend two books from Elias himself, in which he explains his main ideas on figurations and power:

 Elias, Norbert & Scotson, John L. (1965). The Established and the Outsiders: A Sociological Enquiry into Community Problems (London: Frank Cass). à Especially the introduction/ the theoretical chapter seems tob e appropriate.

Elias, Norbert (1978), What is Sociology? Translation from German by Stephen Mennell and Grace Morissey of Was ist Soziologie?, with a foreword by Reinhard Bendix (London: Hutchinson).

or as edition from 2012: Elias, Norbert (2012), What is Sociology? (Dublin: UCD Press, 2012 [Collected Works, vol.5]). Edited by Artur Bogner, Katie Liston and Stephen Mennell.

Moreover, the ideas of Heinrich Popitz on power seem to be adaptable to Elias. There is a 2017 translation into English of his book on this issue:

Popitz, Heinrich (2017). Phenomena of Power. Columbia University Press. https://cup.columbia.edu/book/phenomena-of-power/9780231544566

Sorry to sound self-promoting, but I am just building off the work of Wayne Hoy with regard to Pupil Control Ideologies (PCI). In his, and my later work there is significant discussion, and research on the tension between the custodial (bureaucratic/traditionalist) and humanistic (progressivist) PCI. Turns out that pre-service teachers saw a shift from humanistic to custodial PCI from the beginning to the end of their pre-service program. This was linked to the power of the in-school bureaucratic influence that beginning teachers were unable to resist, even as they were initially intending to base their in-class practice on their humanistic/progressivist orientations.

Rideout, G.; Morton, L., Pre-Service Teacher's Beliefs and Other Predictors of Pupil Control Ideologies, Journal of Educational Administration, 45: 587-604 pp, 2007

Rideout, Glenn W; Windle, Sheila, Beginning Teachers Pupil Control Ideologies: An Empirical Examination of the Impact of Beliefs About Education, Mentorship, Induction, and Principal Leadership Style, Canadian Journal of Educational Administration and Policy, 104: 1-48 pp, 2010

Rideout, Glenn W.; Morton, Larry L., Pre-service teachers beliefs and pupil control ideologies: The custodializing practicum, Journal of Educational Administration, 48: 64-88 pp, 2010

I presented a paper last year entitled "Analyser ses pratiques en équipe-école: les vertus et les impensés des dispositifs groupaux de développement professionnel des enseignants" (from a conceptual analysis, also in French, published in the Canadian Journal of Education in 2009). For my conference last year, I submitted a number of questions based on the work of  Achinstein, B. (2002) Conflict amid community: the micropolitics of teacher collaboration. Teachers college record 104(3), 421-455. It is an interesting case study on the nature of relationships (imposed consensus vs dynamic conflictuality) within two teacher communities.

i immediately thought of 

"Bordeaux and Lin" and their work with social capital.  I am interested in the development of social capital as an enrichment of teacher functioning as well as student achievement.