Blazing New Trails - Connexions

94 CRITICAL ISSUES IN SHARED LEADERSHIP
The intended outcome of this chapter is for educational policy makers, professors, and
practitioners to comprehensively examine the extent and degree of various dilemmas
confronting the Mid-Atlantic Region contemporary school superintendent sample and to
evaluate the decision-making and problem-solving approaches used by them. The study
results presented will serve as valuable references to not only individual superintendents but
also to university administrator preparation professors and to state administrator licensure
agencies because it is important for all aspiring superintendents to know the various issues
associated with educational leadership and the personal and professional dilemmas that they
need to be prepared to face as they embark on a career to improve schooling in America.
The Quantitative Instrument
The survey instrument that was developed by the researchers after conducting a series
of focus group experiences and evaluation sessions consisted of the following four parts:
Part A. Demographic Data
Part B. Decision-making/Problem-solving Approaches
Part C. Personal and Professional Dilemmas
Part D. Opportunity to Reflect About Dilemmas
The Demographic Data component (Part A) of the survey instrument was designed to
identify relationships between the independent variables associated with the individual
background and experiences of the respondents and the dependent variables associated with
the survey questions or statements. The following 10 independent variables were specifically
enumerated in this part to solicit information from each participant: (1) gender, (2) years of
total educational experience, (3) years of administrative experience, (4) years in current
position, (5) number of superintendencies held (including this one), (6) school district setting,
(7) school district student population, (8) number of administrators in the district, (9) number
of schools in the district, and (10) number of schools currently on NCLB “needs
improvement” list.
The Decision-making/Problem-solving Approaches (Part B) consisted of 35
statements gleaned from the research of Hoy and Tarter (2008) and designed to gather
information about the frequency of the following seven approaches used by educational
leaders when confronting problems and making decisions associated with school
administration: Classical, Incremental, Garbage Can, Shared Decision-making, Satisficing,
Mixed Scanning, and Political. It was decided by the researchers that instead of the eight
categories as referenced in Hoy and Tarter (2008), there would be seven used for the survey.
The two categories associated with shared decision-making in the text were combined into
one to streamline the survey and make the survey user-friendly.
The classical approach consists of a rational systematic means-ends analysis focused
on optimizing organizational goals. The incremental approach consists of a successive search
for reasonable alternatives to facilitate good decision-making. The garbage can approach
involves scanning and using previously identified solutions to solve emerging problems. The
shared decision-making approach includes empowering others to assist in finding solutions to
problems meaningful to them. The satisficing approach involves making decisions that are
acceptable to most of those impacted. The mixed scanning approach involves broad ends and
tentative means that focus on adapting decisions to policy guidelines. The political approach