Practices that Constitute Successful School Superintendent Leadership: Perceptions from Established Rural School Superintendents PDF Download
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Author: David Brian Wilson
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 116
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Book Description
The purpose of this study was to determine which leadership practices are the most crucial in helping school superintendents be successful as school leaders. This is a qualitative study in which six rural Missouri superintendents were interviewed to determine the answers to the following research questions: (a) What leadership practices are perceived by established school superintendents to be crucial to successful school leadership? and (b) What do established superintendents perceive are the leadership practices that warrant the most attention from the school superintendent? A review of the literature identified nine commonly used research practices: vision, communication, visibility, inspiring followers, shared leadership and collaboration, professional growth, ethical behavior, political awareness, and building relationships. The qualitative interviews focused on the impressions, the perceptions, and the experiences of the superintendents as answers were sought concerning which leadership practices were considered the most crucial. Once the interviews were completed and the data were analyzed, the findings provided evidence to support recommendations for superintendents concerning communication, having an ethical focus, being effective managers, and utilizing combinations of leadership practices.
Author: David Brian Wilson
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 116
Get Book Here
Book Description
The purpose of this study was to determine which leadership practices are the most crucial in helping school superintendents be successful as school leaders. This is a qualitative study in which six rural Missouri superintendents were interviewed to determine the answers to the following research questions: (a) What leadership practices are perceived by established school superintendents to be crucial to successful school leadership? and (b) What do established superintendents perceive are the leadership practices that warrant the most attention from the school superintendent? A review of the literature identified nine commonly used research practices: vision, communication, visibility, inspiring followers, shared leadership and collaboration, professional growth, ethical behavior, political awareness, and building relationships. The qualitative interviews focused on the impressions, the perceptions, and the experiences of the superintendents as answers were sought concerning which leadership practices were considered the most crucial. Once the interviews were completed and the data were analyzed, the findings provided evidence to support recommendations for superintendents concerning communication, having an ethical focus, being effective managers, and utilizing combinations of leadership practices.
Author: John C. Lehnen
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 244
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Book Description
People who serve in the dual role of superintendent and principal are very unique, typically serving as the lone leader in the smallest of rural school districts. Research on rural school district leadership tends to be lacking when compared to suburban or urban school leadership. The literature review highlights the demands and challenges of rural school district leadership in history to the most recent studies done on superintendents, principals and superintendent/principals. Although superintendent/principals may be small in number, they are no less important than large district superintendents. The purpose of this study was to provide an analysis of the perceptions of superintendent/principals on how they fulfill their dual role responsibilities with effective leadership behaviors/practices as one administrator in a small rural school district in the state of Wisconsin. The theoretical framework details the behaviors/practices that fulfill the areas of responsibility of superintendents and principals from two separate meta-analysis research studies. Additionally, the framework included support for the meta-analysis research on superintendent leadership responsibilities and practices from another major study done in a rural context. The researcher employed descriptive quantitative research methods using survey research aligned to the theoretical framework. Forty-nine superintendent/principals out of 53 possible participants in the state of Wisconsin answered a 115 item survey on behaviors/practices that reflected their actual behaviors/practices in their school district. Overall, the findings show, despite the numerous challenges of small rural district leadership, superintendent/principals perceived themselves positively, more completely meeting their superintendent and principal responsibilities with effective behaviors/practices than not. The researcher also analyzed the data for significant differences in superintendent/principal’s scores on behaviors/practices to compare/contrast with the research presented in the review of literature or theoretical framework. The most interesting conclusion was the importance of “Defined Autonomy” and what it means to a superintendent/principal for overall success in leading a small rural school district. This research study provided several implications for the future. Despite the challenges of the dual role, superintendent/principals must stay focused on effective behaviors/practices that meet their responsibilities, connect to their communities and parents, and develop trusting relationships with all constituents.
Author: Brian Patrick Fellows
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 274
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Book Description
Author: Timothy Lynn Bartram
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
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Book Description
Empirical research has shown a relationship between the school principal's leadership ability as an instructional leader and student learning outcomes. It would be reasonable to assume that the school principal benefits greatly from his or her superintendent sharing his or her knowledge and experience. The purpose of this study was to examine the perceptions of a sample of rural West Texas principals and the frequency and extent to which their superintendent provides them effective professional development and advice on a professional level or setting. Furthermore, the study focused on passive-avoidant, transactional, and transformational leadership styles. This was a mixed-method study utilizing 50 quantitative questions and 7 open-ended qualitative questions. Findings indicate that the principals'' perceptions of their superintendent's leadership style were on average, positive. Research supports that the behavior and actions superintendents used were both transformational and transactional forms of leadership and more often than not encouraged growth and positive outcomes among principals. The principals' perceptions regarding the impact of their superintendent's leadership style(s) on their own professional growth was positive, with results indicating that many superintendents would support and encourage professional and personal growth even where resources were limited.
Author: Mark Forner
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 442
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Book Description
This research examined the leadership practices of rural superintendents who have led their districts to significant improvement in student academic achievement. The overall research goal was to examine how Waters' and Marzano's six correlates of effective superintendent leadership practice have been applied by school leaders who have successfully pursued academic reform in their rural school districts. A multiple case study approach was used to examine the work practices of seven superintendents leading rural school districts in Michigan where student academic performance was on the rise. A criterion-based selection methodology was used to identify the superintendent subjects and their districts. A total of twenty-seven interviews were conducted with the seven school leaders and with board trustees, teachers and principals from each district. Qualitative coding techniques were used to develop common leadership priorities, practices and philosophies for the purposes of cross-case analysis. This cross-case analysis produced three common leadership priorities, six common leadership philosophies and a total of 57 commonly-cited leadership practices. The three common leadership priorities were: (a) All students can and will achieve academic success, (b) A high quality teacher in each classroom, and (c) Creating resources. The six common leadership philosophies were: (a) Transparency, (b) Proximity, (c) Autonomy, (d) Constructive Confrontation, (e) Making Hard Choices, and (f) Celebration. The findings of this study were consistent with Waters' and Marzano's six correlates of effective leadership practice. The leadership practices exhibited by rural superintendents and cited in this study closely mirrored five of the six correlates. Additionally seven new findings from this study extend beyond Waters and Marzano and add to the literature base.
Author: Robert J. Marzano
Publisher: Solution Tree Press
ISBN: 1935542362
Category : Education
Languages : en
Pages : 297
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Book Description
Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Author: Matthew J. DiRisio
Publisher:
ISBN:
Category : Executive ability
Languages : en
Pages : 380
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Book Description
Author: E. Robert Stephens
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 120
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Book Description
The rural school superintendency is, in many ways, as demanding and difficult as the urban superintendency. Chapter 1 of this book provides a working definition of a rural small school district, an estimation of the number of rural systems in the nation that fit the criteria, and a profile of rural small school superintendents. Chapter 2 discusses the basic nature of the work of rural superintendents and the roles they perform. Chapter 3 describes the advantages and problems with rural school districts in the areas of community relationships and control, finance, administration, teachers, students, and curriculum and instruction. It also discusses the lingering problems of financing and staffing rural small schools. Chapter 4 considers possible rewards of the rural superintendent in terms of pay, fringe benefits, and job security. Chapter 5 reviews new pressures facing rural education such as changing enrollment patterns, fiscal constraints, school improvement initiatives, and family choice options. The book concludes with recommendations for a new commitment at the local, state, and national levels to develop comprehensive, integrated, and cohesive policies that will strengthen and enrich the rural small school superintendent. (KS)
Author: Benjamin Wenger
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
Shared superintendent agreements in Pennsylvania have emerged as the latest form of school district reorganization. The term "shared superintendent" refers to a superintendent who serves as the chief executive officer of more than one school district. Four school districts have entered into two shared agreements in the last three years in Pennsylvania. This study examines teachers' and principals' perceptions of the shared superintendent's instructional leadership across six rural school districts, engaged in three sharing agreements, in Iowa. Iowa was targeted due to its distinction as the center for superintendent sharing and research. Teachers and principals were asked to rate the instructional leadership capacity of their shard superintendent in the areas of resource provider, instructional resource, communicator, and visible presence. Differences identified between groups and subgroups included special education, "essential", and elementary teachers consistently rating their shared superintendent lower in all areas than their content and secondary area peers. Statistically significant differences were found between the teacher and principal groups in the areas of Resource Provider and Visible Presence. Additionally, years of experience for principals were found to negatively affect principal perceptions, specifically in the Instructional Resource domain. In spite of these differences, the overall perceptions were considered to be positive. These positive perceptions toward the shared superintendent's instructional leadership capacity, coupled with the potential for fiscal savings, make the shared superintendent model a very real and viable possibility for rural school districts considering this in Pennsylvania.
Author: Lars G. Bjork
Publisher: Corwin Press
ISBN: 1483361357
Category : Education
Languages : en
Pages : 305
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Book Description
The role, practice, and preparation of today and tomorrow′s superintendent! A strong superintendent is critical to the success of an entire school district. So why is it one of the most deregulated positions? Over the past several decades, many states have either rescinded licensing requirements for school district superintendents or abandoned regulations altogether. The Contemporary Superintendent offers a scholarly and objective analysis of the issues surrounding the state policies that appoint superintendents. Lars G. Björk and Theodore Kowalski have developed a coherent guide to critical professional aspects such as superintendent licensures, professional preparation, and staff development. Featuring the research of educational leadership specialists, this resource is not to be missed! The Contemporary Superintendent includes: Quality strategies by the field′s top scholars to implement decisive practices for superintendents Detailed analysis of the concerns over superintendent qualifications and preparations An examination of past, present, and future practices of superintendents A distinct look at the evolution of the role of the superintendent Developed over a three-year period, the authors have compiled a collection of useful, hands-on strategies for aspiring and existing superintendents, as well as ideas for adoption in the educational administration, leadership professional development, and educational policy areas.
