Identification and resolution of issues challenging Alberta school superintendents.

摘要

This study's purpose centered on the identification and resolution of contemporary issues challenging rural and suburban Alberta public school superintendents, within the context of educational reform.; Six Alberta school superintendents were purposefully selected to participate in this research. This study was qualitative in nature. The assumptions of the interpretative paradigm were adhered to for the purposes of the research. Data were gathered from interviews, site visits, and document analysis.; This study concluded that funding was a pervasive issue for Alberta School superintendents. Earmarked funding and per capita inequity have had a direct impact on the role of the Alberta school superintendents since the 1994–1995 school year. Attracting and retaining staff was noted as a significant issue. The challenge of maintaining a full staff, capable of providing an equitable high school education was noted. The concern for the provision of equitable education was noted as another significant issue. Costly teacher recruitment and retention strategies were short-term strategies that had significant funding implications.; Educational reforms affected superintendents in the following areas: role change, administrative concerns, role clarity, dual role tension, and stakeholder accountability. Resolution strategies were not perceived as synonymous with issue closure. Proposed strategies to lobby government for increased funding or ease earmarked funding constraints were short-term solutions. These issues continued to challenge and frustrate the participants, with no imminent closure.; The importance of politics and power emerged, for the superintendents were encouraged to forge new relationships with an ever-growing array of stakeholders. The emphasis on the management role performed by current superintendents was evident. Time constraints and administrative tasks diminished their ability to act as instructional leaders. Recommendations for practice and theory included increased professional development with the College of Alberta School Superintendents (CASS), Alberta School Boards' Association (ASBA) and Alberta Learning to address issues such as role ambiguity and dual reporting tensions; graduate studies that included educational reform, financial management and politics; increased scope of research to include additional rural jurisdictions and senior administrators beyond the superintendency, and finally, future research regarding the cost benefits of the Alberta Initiative for School Improvement (AISI) funding.