Initiation into leadership in the school superintendency.

摘要

Initiation into the leadership role of school superintendent is as complex as the role itself. Learning about the transition experiences of new superintendents as they gain knowledge about their roles, socialize to the position, and exert leadership in their school communities facilitates understanding about how to support new superintendents and foster the success of their schools.;Drawing on theories of role conception (Crow & Glasscock, 1995; Parkay, Curry & Rhodes, 1992), socialization (Schein, 1992; Cable & Parsons, 2001; Chatman, 1991; Crow & Glasscock, 1995), person organization fit (Cable & Parsons, 2001; Chatman, 1991), and transformational leadership (Bass, 1985, 1990; Leithwood, 1990, 1993; Leithwood & Steinbach, 1991; Leithwood, Jantzi & Dart, 1991), the study examines how new superintendents develop their role concept; are socialized, both formally and informally; and their perception of fit with their school districts. The relationship between these factors and enactment of transformational leadership is explored through use of a survey administered to new superintendents.;The study found preparation of superintendents to be generic and fragmented, with superintendents positive about their preparation and most learning the district-wide role simultaneous with the superintendency. Socialization was primarily informal with boards of education most influential. Formal socialization is primarily through superintendent networking as boards do very little. Mentoring is valued and little used. Learning the superintendency is idiosyncratic. There is mediocre fit, unease and lack of balance in the superintendent relationship with districts. There is a mismatch regarding conception of leadership, with superintendents drawn to instructional focus and boards emphasizing management.;Prior educational leadership, knowledge of parents and students, board influence, prior teaching experience, observations of non-school leaders, and preparation of entry plans are associated with enactment of transformational leadership behaviors; including sharing leadership, fostering acceptance, commitment, vision, and consensus building. Superintendents are less likely to urge responsibility, guide instructional practice, and shape culture.;The study concludes with observations about ways to clarify expectations of superintendents and foster better preparation and support of transformational leadership by them, including recommendations for preparation programs, policymakers, boards of education and superintendents.