Educational Change and Gender in the Superintendency

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Autor/inn/en	Foster, Kathy J.; Link, Ryan R.; Scott, Michael L.
Titel	Educational Change and Gender in the Superintendency
Quelle	(2012), (213 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-5325-9
Schlagwörter	Hochschulschrift; Dissertation; Problem Based Learning; Teaching Methods; Student Projects; Educational Change; Gender Differences; Superintendents; Women Administrators; Females; Tenure; Organizational Change; Persistence; Comparative Analysis; Influences; Barriers; Communication Strategies; Leadership Training; Administrator Qualifications; Political Issues; Surveys; Attitude Measures; Administrator Attitudes; Gender Bias + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Bildungsreform; Geschlechterkonflikt; Schulrat; Weibliche Führungskraft; Weibliches Geschlecht; Amtszeit; Beschäftigungsdauer; Organisationswandel; Ausdauer; Influence; Einfluss; Einflussfaktor; Kommunikationsstrategie; Führungslehre; Politischer Faktor; Survey; Umfrage; Befragung; Geschlechterstereotyp
Abstract	This report describes a problem based learning project focusing on educational change and gender in the superintendency. Superintendent tenure is influenced by the ability to facilitate and navigate the change process. Superintendent leadership and organizational change have been shown to be related to student achievement; therefore, successful tenure for male and female superintendents is beneficial to school systems. Current research findings offer evidence that females have a shorter tenure in the superintendency than their male counterparts. School districts suffer when tenure for a superintendent is short. The project team sought to determine whether change leadership behaviors differ between male and female superintendents and the influences these have on tenure for female superintendents. The team identified four constructs found through a review of the literature within the areas of leadership, change leadership, gender differences in leadership, gender barriers for female superintendents, and tenure. The project constructs identified are: communication, development of leadership capacity, organizational improvement, and political awareness. The project team developed situational scenarios based on the emergent themes within the four identified project constructs for change leadership behaviors. Utilizing the scenarios, the team designed a survey instrument that was distributed and used to gather perceptual information from an equal number of male and female Missouri superintendents. The project team compiled the survey results and analyzed the qualitative and quantitative data using a multiple phase process. The project team's analysis of the survey findings suggested female superintendents dealt with change differently than male superintendents. Female superintendent responses reflected differences in the management of the change process related to increased communication, knowledge of instructional skills, focus on student outcomes, emphasis on relationship building and personal connections, and collaboration. Recommendations were made to superintendents, boards of education, professional organizations, institutions of higher learning, and state departments of education to improve the length of tenure for female superintendents. Recommendations included: offering leadership preparatory programs with curriculum designed to reflect the issues of gender bias, stereotyping, and gender leadership characteristics; enhanced professional experiences for potential and current female leaders; networking experiences for females; and formal training for boards of education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10