One of the most critical challenges facing superintendents today is retention. High turnover rates disrupt the continuity needed to guide educational organizations toward their missions. One key factor contributing to high turnover is the difficulty some superintendents face in building and maintaining relationships with their school boards.
A recent multi-case study/cross-case analysis explored why superintendents struggle to create and sustain significant relationships with their school boards. The study delved into the metacognitive processes of two superintendents, examining the factors that influence their strategies and decision-making processes. The findings provide valuable insights into how superintendents can improve their tenure and how educational preparation programs can better equip them with the necessary leadership skills.
Key findings from the study highlighted several strategies used by the superintendents to build and maintain relationships with their school board members:
- Relationships: Building strong, trust-based relationships with board members.
- Management of Ego: Keeping personal egos in check to foster a collaborative environment.
- Communication: Ensuring clear, consistent, and transparent communication.
- Educating the Board: Helping board members understand their roles and responsibilities.
- Politics: Navigating the political landscape within the school district.
While these superintendents were mindful, thoughtful, and strategic, the data also indicated a linear, technical, and interpersonal connection between their leadership and their relationships with board members. The study suggests that superintendents can enhance their leadership by focusing on transformational leadership, adaptive leadership, and interactions that impact the organizational system as a whole.
Each of these leadership approaches is influenced by both the superintendent's and board members' contextual understanding, political interplay, and organizational learning. By focusing on these areas, superintendents can improve their ability to work collaboratively and constructively with their school boards, ultimately enhancing their effectiveness and tenure.
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