Career Pathways and Perceptions of Experiences that Influenced the Attainment of the Superintendency PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Career Pathways and Perceptions of Experiences that Influenced the Attainment of the Superintendency PDF full book. Access full book title Career Pathways and Perceptions of Experiences that Influenced the Attainment of the Superintendency by Kitty Summers. Download full books in PDF and EPUB format.
Author: Kitty Summers Publisher: ISBN: Category : Career development Languages : en Pages : 70
Book Description
This qualitative study explored the phenomenon of career pathways of public school superintendents in the Greater Capital Region of New York State. The study explored the career pathways of sixteen superintendents and their perceptions of career pathways and experiences that influenced attainment of the superintendency. This study was guided by the following primary research questions: What were the career pathways of the superintendents? What were the superintendents' perceptions of their career pathways and the experiences that influenced the attainment of the superintendency? The exploration of career pathways and perceptions of experiences that influenced attainment of the superintendency were examined utilizing the factor of years of service and gender. Career pathways findings revealed that superintendents followed a career pathway that included teaching, building level position, and central office experience before obtaining the position of superintendent. Findings revealed that superintendents' experiences must be vast and diverse to prepare system leaders for success. The experiences in the position of assistant superintendent were most noted by participants as being the most valued position in which to gain knowledge and experience as a system leader. The findings indicated that the perspectives of both males and females were similar concerning experiences and skill set deemed most valued by participants. This included experiences in communication, relationships, instructional leadership, management of budget, deep understanding of how 'politics' works, and awareness of legislative issues. Factors that influenced attainment included skill set development, the concept of 'fit' to the district, and the roles of mentors during the career pathway, and in some cases, for women, the approval and guidance of an influential male.
Author: Kitty Summers Publisher: ISBN: Category : Career development Languages : en Pages : 70
Book Description
This qualitative study explored the phenomenon of career pathways of public school superintendents in the Greater Capital Region of New York State. The study explored the career pathways of sixteen superintendents and their perceptions of career pathways and experiences that influenced attainment of the superintendency. This study was guided by the following primary research questions: What were the career pathways of the superintendents? What were the superintendents' perceptions of their career pathways and the experiences that influenced the attainment of the superintendency? The exploration of career pathways and perceptions of experiences that influenced attainment of the superintendency were examined utilizing the factor of years of service and gender. Career pathways findings revealed that superintendents followed a career pathway that included teaching, building level position, and central office experience before obtaining the position of superintendent. Findings revealed that superintendents' experiences must be vast and diverse to prepare system leaders for success. The experiences in the position of assistant superintendent were most noted by participants as being the most valued position in which to gain knowledge and experience as a system leader. The findings indicated that the perspectives of both males and females were similar concerning experiences and skill set deemed most valued by participants. This included experiences in communication, relationships, instructional leadership, management of budget, deep understanding of how 'politics' works, and awareness of legislative issues. Factors that influenced attainment included skill set development, the concept of 'fit' to the district, and the roles of mentors during the career pathway, and in some cases, for women, the approval and guidance of an influential male.
Author: Jennifer Anne Polinchock Publisher: ISBN: 9781303915192 Category : Languages : en Pages : 154
Book Description
A variety of factors contribute to women's underrepresentation in educational administration, particularly in positions that traditionally lead to the superintendency. This study examines the career pathways of female superintendent aspirants from the elementary principalship. A conceptual framework based on career development and motivation theories was developed to guide this inquiry. Using a convergent mixed methods design, a survey of a random sample of female elementary principals and interviews from case studies reveals that aspirants to the superintendency perceive district-level positions as accessible and advantageous to their career development. The results of this study support the use of alternative career pathways to the superintendency among female elementary principals who are historically underrepresented in top leadership positions. The implications of this study suggest that women develop aspirations to the superintendency and make career pathway decisions based on their career commitments and the value they imbue in gaining leadership experience in sentinel positions as opposed to following a traditional hierarchy to career advancement. Furthermore, the implications of this study include a re-envisioning of inquiries into women's access to the superintendency to shift from a gender-specific lens to include a focus on the role of diverse professional experiences and leadership development in superintendent preparation. Professional practices such as mentorships and professional networks would promote women's aspirations and attainment of school and district leadership positions.
Author: Adria Elise Luster Publisher: ISBN: Category : Educational leadership Languages : en Pages : 177
Book Description
Male superintendents have historically outnumbered their female counterparts (Sharp, Malone, Walter & Supley, 2004), whether by a large (Bjork, 2000) or small percentage (Kowalski, McCord, Petersen, Young & Ellerson, 2010). Students and faculties that are not equally exposed to leadership from both genders may lack varied educational (Yoder, Christopher, & Holmes, 2008) and leadership experiences (Robinson & Blumen, 2003). This can possibly lead to biased beliefs, practices (Bjork, 2000; Coleman, 2003) and stereotypes (Williams, 2005). The purpose of this qualitative study was to discuss the personal and professional pathways of a southern state's current female superintendents and included personal, in-depth interviews. This study used Feminist Theory as the theoretical framework and included a qualitative approach using modified-analytic induction (Bogdan & Biklen, 2007). Purposeful and snowball sampling were used to select participants for this study from identified female members of the state's school superintendents association. Two research questions guided the study: 1. What personal pathways led to the attainment of a superintendent position for study participants? 2. What professional pathways led to the attainment of a superintendent position for study participants? The respondents to this study provided distinctive views that included personal observations, sage advice for aspiring leaders, and in-depth knowledge of self-imposed and outside barriers for females aspiring to the position. The findings of this study were supported by current research. Along their professional pathways, the nine participants in this study shared experiences of direct or indirect gender discrimination, lacked female superior mentors, and imposed barriers for themselves based on maternal or family influences. Along their personal pathways, all experienced early leadership, whether inside or outside of the home. The majority of respondents believed that their pathway affected their attainment of a superintendency, whether through the development of skills, networking, mentor influence, or educational achievements. There were two recommendations for further research that involved increasing the sample size of subjects studied. The first recommendation was to utilize the same instrument to explore the professional and personal pathways of female superintendents in one or more other states throughout the country, and the second was to use this instrument in different countries.
Author: Andreia Foster Publisher: ISBN: Category : African American school superintendents Languages : en Pages : 444
Book Description
The twofold purpose of the study was to (1) identify selected personal and professional characteristics of sitting African American female superintendents in the five Gulf Coast states, and (2) identify perceptions held by sitting African American female superintendents in the five Gulf Coast states related to the importance of selected factors as either contributors or barriers in attainment of the public school superintendent position. Findings related to the personal characteristics of the Gulf Coast African American female superintendents were consistent with data collected in other studies of African American female superintendents with one exception. The majority of the female superintendents were six to 10 years younger than African American female superintendents in previous studies. The professional characteristics of the participants in the study were similar to previously identified professional characteristics of Black female superintendents. The majority of the Gulf Coast African American female superintendents had three or less years of experience and had been superintendents in only one state. Over half of the respondents had followed a traditional career path: teacher-building administrator-central office administrator-superintendent. Two unexpected findings were that two of the superintendents had no teaching experience, and one respondent had obtained the superintendency at age 30. The majority of the superintendents indicated they would choose to become superintendents again if they were starting over. Interpersonal skills and an emphasis on improving instruction were rated by the respondents as important factors contributing to the attainment of a superintendency. Knowledge of the instructional process, the ability to maintain organization relationships, and management skills were also perceived to be important factors for those seeking a superintendent’s position. Factors that were perceived to be barriers to attainment of superintendency were (a) “school boards do not actively recruit African Americans”, and (b) “ perception that females cannot handle dual responsibilities of a demanding position and family.” Sexism and racism were realities for the superintendents. Racism was considered to the greater barrier.
Author: Meredith Mountford Publisher: IAP ISBN: Category : Education Languages : en Pages : 192
Book Description
In 1987, Jacqueline Danzberger described school boards as the forgotten players. However, things have changed drastically for school boards over the past few years. No longer are school boards the forgotten players in school governance. Instead, school boards often find themselves in the center of controversies stemming from the intrusion of political partisanship into local governance structures which historically, and for the purposes of sustained democratic educational governance, were intentionally intended to be non-partisan elected boards. However, this is where many school boards find themselves today. The chapters in this volume address several key questions school board members are currently facing as they struggle to protect some of our country’s earliest guardrails of democracy; local control of schools. To be sure, school boards are no longer the forgotten players. Implications of this may be wide reaching and therefore deserve room in the current literature on educational governance. Volume II of the Research on the Superintendency series highlights recent research on school boards, local control, governance, and the superintendency. Each chapter is briefly described and the chapters are in a particular order that readers may wish to pay attention to as they enjoy the book. The first three chapters deal with local control in both rural and urban settings. The next two chapters are studies focused mainly on school boards and how their roles have shifted over the years followed by a chapter on the relationship between school boards and their superintendents within a regulatory environment and the level of stress it can bring to board members and superintendents. The final five chapters describe recent superintendent research that is closely linked to school governance or school board policies. We ask readers to juxtapose lessons learned in those five chapters to the role of school boards within the context of those chapters.
Author: Kitty Summers
Author: Kitty Summers
Author: Jennifer Anne Polinchock
Author: Adria Elise Luster
Author: 
Author: Yonglyun Kim
Author: Andreia Foster
Author: Kay Fuller
Author: Meredith Mountford
Author: Maria Reyes Rodriguez-Casas
Author: