The role of the public school superintendent has evolved significantly over the past few decades. With the introduction of various educational reforms, such as the "Back to Basics" movement in the 1980s, the No Child Left Behind Act (NCLB) in 2001, and the Every Student Succeeds Act (ESSA) in 2015, the responsibilities of superintendents have shifted from being mere organizational managers to becoming instructional leaders. This evolution has not only redefined the position but also increased its criticality. Superintendents are now more accountable for the educational outcomes of their districts, making their role more challenging and essential than ever. One of the major challenges faced by superintendents today is the high turnover rate, which disrupts the continuity needed to achieve long-term educational goals. A significant factor contributing to this turnover is the difficulty some superintendents face in building and maintaining relationships with their school boards. A recent multi-case study and cross-case analysis shed light on why superintendents struggle to create and sustain these crucial relationships. The study delved into the metacognitive processes of two superintendents, examining the factors that influence their strategies and decision-making processes. Key findings from the study revealed that the superintendents employed various strategies to foster relationships with their school boards, including:
- Building relationships
- Managing ego
- Effective communication
- Educating the board
- Navigating politics
These strategies demonstrated that the superintendents were mindful, thoughtful, and strategic in their approach. However, the data also indicated a linear, technical, and interpersonal connection between their leadership and their relationships with board members. To enhance superintendent leadership and improve their tenure, the study suggests focusing on:
- Transformational leadership
- Adaptive leadership
- Interactions with board members that affect the organizational system as a whole
These areas are influenced by the contextual understanding of both the superintendent and board members, political interplay, and organizational learning. Improving the preparation and training programs for superintendents can equip them with the necessary leadership skills to work collaboratively and constructively with school boards. This, in turn, can lead to more stable and effective educational leadership. For more information, please follow this
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