Adult learning environment

Lambert's assumption that "within the adult learning environment, opportunities for skillful participation top the list of priorities", seems to be the opposite of what is currently happening in our high school. I believe that high school situations are much different than elementary. We have our own subject areas, we are separated by larger distances, and schedules are such that we don't even see other teachers on a regular basis. This presents a different environment and I believe it calls for a specific type of leader to manage it. At one time, we had several committees that our teachers served on to assist our principal in making decisions to better student achievement, environment, activities, etc. When that principal left, the committees did too. Since then, our principal has tried to get people to participate, but people have found that after putting lots of work into projects, they only get done and the next year he changes his mind about doing it or just doesn't bother. This has now caused most of the teachers to have the "hands-off" approach and not get involved in anything. There is no participation, except for a handful, and it does not seem to be a priority with our principal. Does this reflect on his leadership abilities or does it reflect on ours? It seems to be a combination of both. I think that if we have a leader who is not fulfilling his leadership duties, we need to step up. However, when I mentioned this to colleagues, their reaction was he's getting paid to do it, not me. How do we get our teachers to skillfully participate again? Is it possible to dig out of this? I'm afraid this bad for everyone - administration, teachers, students and the community.