The role of the district superintendent as an instructional leader in systemic change is paramount to the degree and sustainability of change. Through the use of an electronic survey incorporating closed- and open-ended questions, the study examined the characteristics, habits of mind or dispositions, and leadership skills or styles used by an instructional leader in systemic change. Results of the study revealed themes related to the characteristics and habits of mind or dispositions, as well as specific leadership styles used by superintendents in correlation with the leadership framework described by Fullan (2004). Recommendations include revisions and realignment of the professional standards for the superintendency, which inform change in superintendent preparation programs offered by institutes of higher education and professional organizations.
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Instructional leadership, Leadership framework, Superintendent, Systemic change, Systems|
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