Blazing New Trails - Connexions

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100 CRITICAL ISSUES IN SHARED LEADERSHIP problem-solving and decision-making approaches than their colleagues in school districts with larger student populations. Disaggregating the data by the number of administrators in the district (see Table 2) revealed data patterns similar to those previously described regarding school district student population. There were significant differences between superintendents who worked in school districts with ten or less administrators, including themselves, and those who worked in larger school districts in each of the seven categories of decision-making and problem-solving. Superintendents in the districts with ten or less administrators employed a greater variety of decision-making and problem-solving approaches more frequently than did their colleagues in school districts with eleven or more administrators. This was significant according to the Scheffe post-hoc test at least at the .019 level or lower. This was consistent with the patterns analyzed previously regarding school district population and rural school districts. Superintendents in schools with small student populations and fewer administrators employed a greater variety of decision-making and problem-solving approaches more frequently to provide leadership in such a limited population context. There were no significant differences identified in terms of the number of schools in the district and the number of schools on the federal No Child Left Behind “Needs Improvement List.” Findings for Part C of the Survey Instrument (Calzi-Polka Dilemmas Survey) The researchers reviewed the data collected in Part C of the survey (Calzi-Polka Dilemmas Survey) and the findings are reported in Table 3 that specifically identifies this sample’s rank listing hierarchy of dilemmas and corresponding mean scores. Table 3. Ranking of Dilemmas by Mean Score. Mean Score Standard RANK DILEMMA Deviation 1 Leadership vs. Management 8.48 1.445 2 Motivation vs. Manipulation 7.68 2.158 3 Creativity vs. Discipline of Thought 7.24 1.600 4 Conflict vs. Consensus 6.77 1.858 5 Commitment vs. Compliance 6.70 1.465 6 Personal Life vs. Professional Life 5.79 1.974 7 Independence vs. Dependence 5.53 1.790 8 Long-term Goals vs. Short-term Results 5.11 1.878 9 Centralized vs. Decentralized Decision- 4.97 1.765 making 10 Trust vs. Change 4.96 2.084 11 Problems vs. Predicaments 4.91 1.805 12 Truth vs. Varnished Truth 3.36 1.894 Therefore, this sample of Mid-Atlantic School Superintendents identified that most frequent decision-making and problem-solving dilemmas they faced related to the issue of leadership versus management (m = 8.48). Specifically, it is critical for superintendents to understand the difference between leadership and management and be able to put into practice one or the other when necessary. The second most frequent dilemma related to motivation versus manipulation (m = 7.68). Specifically, it is very important for superintendents to realize the significance of authentically motivating teams to accomplish district goals rather
Superintendent Decision-making and Problem-solving: Living on the Horns of Dilemmas 101 than be perceived as manipulating people to get the results deemed most appropriate for personal survival. The third most frequent dilemma (m = 7.24) that this sample faced related to creativity versus discipline of thought and balancing the freedom for some school building leaders to make their own decisions while still maintaining structure for others who need it within a climate of collegiality. The fourth most frequent dilemma (m = 6.77) faced by this sample related to the superintendent promoting consensus decision-making on the part of district teams rather than creating dynamic tension that resulted in conflict but more meaningful problem resolutions. Superintendents need to determine when it is best to promote consensus and when it is best to create dynamic tensions. The fifth most frequently faced dilemma, according to this sample, related to commitment versus compliance (m = 6.70) and trying to achieve commitment during times of change that fostered compliance given the bureaucratic nature and hierarchical chain of command of contemporary school systems. The sixth most frequently faced dilemma confronting this sample was personal life versus professional life (m = 5.79) and resolving the personal costs of dealing with one’s own family issues while trying to meet the time and stress demands of leadership. This sample also identified that as superintendents they dealt less frequently with dilemma issues dealing with independence versus dependence (m = 5.53) or accepting the role of district problem-solver and decision-maker rather than facilitating others to solve their own problems so as to foster more dependence on the superintendent as the district decider. They also dealt less frequently with issues related to the dilemma of long-term goals versus shortterm results (m = 5.11) or focusing on short-term improvements in areas like student achievement test scores rather than implementing comprehensive quality student-centered programs. The superintendents of this sample also identified that they dealt less frequently with the dilemma relating to centralized versus decentralized decision-making (m = 4.97) or issues of centralizing and ultimately controlling decision-making processes rather than decentralizing and empowering others to assume responsibility than they do on any of the above cited dilemmas. One of the least frequent dilemmas faced by this sample was trust versus change (m = 4.96), or implementing even the smallest change may result in suspicion of your motives as a leader. Another least frequently faced dilemma of this sample related to problems versus predicaments (m = 4.91) or does the public understand that several contemporary educational problems are really systemic predicaments that are more universal in nature than easily solved at the local level? The dilemma identified as least frequently faced by this superintendent sample of the 12 listed was truth versus varnished truth (m = 3.36) or is it sometimes better and more humane to tell a half-truth rather than the whole truth to protect faculty interests and school building leadership as well as well as the school district one represents. Therefore, according to this sample, there existed a hierarchy of dilemma frequency for these superintendents. Those most frequently faced dilemmas related to school management issues such as: leadership versus management; motivation versus manipulation; creativity versus discipline of thought; conflict versus consensus decision-making; and commitment versus compliance. These issues were often the basis of educational leadership programs and most of the superintendents were prepared to deal with these dilemmas from a cognitive, rational, and academic perspective. However, the dilemmas ranked lower in frequency by this sample may be those that impacted them more personally than professionally as they provided leadership to their school districts such as: personal life versus professional life; independence versus dependence; centralized versus decentralized decision-making; trust versus change; problems versus predicaments; and truth versus varnished truth. The researchers also applied SPSS statistical treatments to the Part C data of this survey instrument and identified various levels of significance and correlation between and among the data as identified in Tables 4 and 5:
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 9 see little
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Shadows and Images II 11 settings,
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Shadows and Images II 13 into the m
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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24 INVITED CHAPTERS CONCLUSION This
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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47 CRITICAL ISSUES IN SHARED LEADER
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Creating Shared Meaning in High Per
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Principals and Teachers Stated Beli
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Distinguishing Practices for Admini
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CRITICAL ISSUES IN SCHOOL IMPROVEME
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The Social Justice Implications of
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Name Exton Gateway Experiences with
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Experiences with PTELL in Six Illin
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Part 5 CRITICAL ISSUES IN EDUCATION
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CRITICAL ISSUES IN EDUCATION LEADER
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Service to the Profession: The Forg
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Qualitative Data Service to the Pro
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