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The Perceptions of Long-Serving Superintendents Regarding Specific Behaviors that Contributed to Their Longevity

机译：长期服务的主管对有助于其长寿的特定行为的看法

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摘要

Most public school district superintendents across this nation serve for fewer than five years. This relatively short tenure for a district chief can create uneven leadership and contribute to instability within the district. From an organizational standpoint, it is difficult to assess an environment, conceptualize a vision, implement strategies connected to that vision, and sustain those changes for a meaningful length of time in 5 years or less. While a superintendency of 5 years or longer does not ensure that the district chief will be innovative or transformational, longer tenures do create a wider window of opportunity if the leader seeks to make significant changes.;The existing research and literature suggest communication and relationship- building are essential components in determining a superintendent's effectiveness and longevity. But, much of the literature does not examine the specific leadership behaviors that long-serving superintendents use to communicate and build relationships. If novice superintendents become aware of specific communication and relationship-building behaviors that long-serving superintendents use, they may be able to replicate those behaviors and provide consistent leadership for a longer period of time.;In this study, I focus on the specific communication and relationship-building behaviors that 7 long-serving (5 years or more in one district) superintendents believe supported their ability to successfully meet district challenges and increased their longevity. I also examine contextual factors connected to the superintendency along with training and support. I conducted a qualitative study that consisted of 2 one and a half hour interviews with each of the long-serving present or past superintendents. As a long- serving superintendent myself, my positionality seemed to create a level of trust with the participants that encouraged uninhibited responses and honest transparency.;The findings in my study, based upon the data generated from the 2 interviews with each of the 7 superintendents, resulted in 4 themes. These themes express the common perceptions of the participants. The themes that emerged from the data are the following: • Long-serving superintendents recognize the importance of communication and relationship-building. • Long-serving superintendents understand and give prominent attention to school boards and community. • Long-serving superintendents attribute their longevity to specific communication and relationship-building behaviors. • Long-serving superintendents express concerns about superintendent training and support approaches and services.;Based on my findings and the related literature, in this study I make 3 recommendations for superintendents who want to increase the likelihood of extended longevity. These 3 recommendations include 8 specific leadership behaviors that support communication and relationship-building. Each of the 8 behaviors in the recommendations were singled out by all of the long-serving superintendents as foundational in contributing to their longevity.
机译：全国大多数公立学区的主管任职不到五年。对于地区负责人而言，任期相对较短，可能会导致领导不均，并加剧地区内部的不稳定。从组织的角度来看，很难评估环境，将远景概念化，实施与该远景相关的策略，以及将这些更改维持5年或更短的有意义的时间长度。 5年或更长时间的监督不能确保地区负责人具有创新性或变革性，但是如果领导者寻求做出重大改变，则更长的任期确实会创造更大的机会窗口。；现有研究和文献表明，沟通和关系-建立是确定主管的有效性和寿命的重要组成部分。但是，许多文献都没有研究长期服务的主管用来沟通和建立关系的特定领导行为。如果新手管理者意识到长期服务的管理者使用的特定沟通和建立关系的行为，则他们也许能够复制这些行为并在更长的时间内提供一致的领导。以及7位长期服务（一个地区5年或更长时间）的总监认为的关系建立行为支持了他们成功应对地区挑战并延长寿命的能力。我还将研究与监督相关的背景因素以及培训和支持。我进行了定性研究，包括对每位长期服务的现任或前任主管进行2个半小时的访谈。作为一个长期服务的负责人，我的位置似乎与参与者建立了一定的信任度，鼓励他们表现出不羁的反应和诚实透明。;我的研究结果基于对7名负责人进行的2次访谈得出的数据，产生了4个主题。这些主题表达了参与者的共同看法。从数据中得出的主题如下：•长期服务的负责人认识到沟通和建立关系的重要性。 •长期服务的总监会理解并特别关注学校董事会和社区。 •长期服务的主管将其寿命归因于特定的沟通和建立关系的行为。 •长期服务的主管对主管的培训，支持方法和服务表示担忧。；基于我的发现和相关文献，在本研究中，我向希望增加长期寿命的主管提出了3条建议。这3条建议包括支持沟通和建立关系的8种具体领导行为。建议中的8种行为中的每一种都被所有长期任职的主管挑出，作为他们长寿的基础。

著录项

  • 作者

    Kriesky, Richard.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Educational leadership.;Educational administration.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 209 p.
  • 总页数 209
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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