The Change-Ready Leadership of Technology-Savvy Superintendents

Autor/inn/en	Sterrett, William L.; Richardson, Jayson W.
Titel	The Change-Ready Leadership of Technology-Savvy Superintendents
Quelle	In: Journal of Educational Administration, 57 (2019) 3, S.227-242 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-09-2018-0160
Schlagwörter	Technological Literacy; Superintendents; Transformational Leadership; School Districts; Stakeholders; Resistance to Change; Adoption (Ideas); Technology Integration; Change Agents; Elementary Secondary Education; Educational Innovation; Administrator Responsibility; Needs Assessment; Anxiety; Communities of Practice; Risk; Professional Development; Technological Advancement + Suchen Sie Ihr Suchwort? Technisches Wissen; Schulrat; School district; Schulbezirk; Ideas; Ideenfindung; Instructional innovation; Bildungsinnovation; Bedarfsermittlung; Angst; Community; Risiko; Technological development; Technologische Entwicklung
Abstract	Purpose: The purpose of this paper is to help the researchers sought to take a closer look at the technology challenges facing district superintendents in today's leadership climate. Design/methodology/approach: The authors chose semi-structured interviews as the data collection method. Through 45 min, one-on-one, semi-structured telephone interviews, the researchers were able to collect data about overcoming the challenges of being a modern technology-savvy superintendent. Findings: Through the analysis, the authors identified four themes related to the challenges faced by these district leaders, including meeting the needs of stakeholders, supporting professional development, fostering mindset changes and addressing a fear of the unknown. Research limitations/implications: This study only relied on interviews and did not examine evidence from the field, such as site visits or artifact examination. Practical implications This study provides the field with insights into the role of the change-ready district leaders who foster lasting technology-infused transformation. Social implications: While challenges for any district leader wishing to make long-lasting change exist, there are district leaders today who embody second-order change leadership when overcoming the challenge of school technology leadership. These technology-savvy superintendents play an important role as whole-system change agents. Originality/value: This study highlighted that there many district leaders today who embody second-order change leadership in helping move their districts forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01