A comparative case study of the influence of district superintendents in the establishment of organizational learning.

摘要

This research study explored how instructionally focused superintendents influence organizational learning directed toward improved instructional effectiveness and academic achievement of students. To respond to the multiple pressures placed upon schools, district level leaders are persuaded to reexamine traditional organizational structures and practices, break from their traditional managerial and political roles, and emerge as an instructional leader focused on the core technology of curriculum and instruction and improved student learning. The implication of the findings from this study as they relate to organizational learning suggests that leadership focused on interorganizational relationships and less on the role of leader and follower builds the capacity for organizational learning. The focus of the superintendent's actions and behaviors are on strengthening the network of relationships across and within the organizational levels of the district rather than focusing solely on leader and follower connections.;Most importantly, transformational and instructional practices of the superintendent influence organizational environments to promote learning at the organizational level by establishing an environment that supports continuous dialogue and opportunities for socialization practices as members define problems, and create solutions to deal with the changing environment and further modify their behavior to reflect their new knowledge and insights. Specifically the findings of this study revealed that transformational and instructional practices of the superintendent influenced the following elements, which perpetuated a spiral of learning at the organizational level leading to a change in instructional effectiveness and improved student achievement: a vision, opportunity for dialogue, use of multiple mediums to disseminate, reflect and critique knowledge learned and practice employed, support to incorporate organizational learning into daily practices, routines, and beliefs, a climate of interdependence, use of data for instructional purposes; clear expectations and accountability of student learning; and focused professional development opportunities.