Blazing New Trails - Connexions

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104 CRITICAL ISSUES IN SHARED LEADERSHIP Further analysis, applying both independent-samples t-test where applicable (Gender) and Scheffe post-hoc tests, identified significance at the .034 level or less between the variables and, subsequently, resulted in the following findings: An independent-samples t-test was conducted to compare the twelve dilemmas among female and male superintendents. There was a significant difference in encountering the Motivation vs. Manipulation dilemma; t(255) = 2.46, p = .001. Female superintendents in this sample more frequently encountered the Motivation vs. Manipulation dilemma than their male colleagues. The mean responses were 8.14 and 7.47 for female and male superintendents, respectively. Superintendents with 32+ years of administrative experience (M = 4.93) more frequently experienced the Problems vs. Predicaments dilemma more than superintendents with 4–10 years of administrative experience (M = 4.0). The effect of administrative experience was significant on the specified dilemma, F(5, 250) = 4.634, p = < .001). There was a significant relationship found between school district setting and Leadership vs. Management F(2, 254) = 3.498, p = .032 among rural (M = 8.52), suburban (M= 8.56) and urban (M = 7.53) school district settings. A significant relationship was also shown between school district setting and Motivation vs. Manipulation, F(2, 254) = 5.363, p = .005, among rural (M = 7.77), suburban (M = 7.86) and urban (M = 6.00) school district settings. Superintendents in a rural or suburban school district setting more frequently faced the dilemmas of Leadership vs. Management and Motivation vs. Manipulation than their colleagues in urban school district settings. In addition, superintendents within a rural school district setting (M = 6.84) were more likely to experience the Commitment vs. Compliance dilemma than their urban counterparts (M= 5.80), F(2, 247) = 3.441, p = .034. There were significant differences between school districts with a student population of 1,000 or fewer (M = 5.64) and those districts with a student population of between 6,001-10,000 (M = 3.53). A one-way ANOVA found a significant relationship between school district population and Trust vs. Change, F(5, 251) = 3.736, p = .003). Superintendents in districts with a student population of 1,000 or fewer more frequently encountered the Trust vs. Change dilemma than their colleagues in school districts with larger student populations. Findings for Part D of the Research Study (Opportunity to Reflect) In addition, researchers applied SPSS statistical treatments to the Part D data of this survey instrument and identified various levels of significance and correlation between and among the data. Table 6 reflects the results of those findings and provides a comparison between the rankings of dilemmas according to this sample’s frequency of experience with the dilemma versus this sample’s perspective of the degree of stress that each of those dilemmas caused them. It is interesting to reflect about the differences in those rankings and the significance to practicing superintendents, aspiring superintendents and those who prepare them at universities and in state organizations.
Superintendent Decision-making and Problem-solving: Living on the Horns of Dilemmas 105 Table 6. Ranking of Dilemmas According to Part C and Part D Responses. Dilemma Part C Ranking Centralized vs. Decentralized Personal Life vs. Professional Life Truth vs. Varnished Truth Creativity vs. Discipline of Thought Trust vs. Change Leadership vs. Management Long-term goals vs. Short-term results Motivation vs. Manipulation Independence vs. Dependence Conflict vs. Consensus Commitment vs. Compliance Part C Raw Score Part D Ranking Part D Raw Score Ranking Difference Between Part C and D 9 258 9 213 0 6 12 3 10 1 8 2 7 4 5 516 774 1032 1290 1548 1806 2064 2322 2580 2838 Problems vs. Predicaments 11 3096 4 2556 7 *Raw scores were based on a reverse scoring method whereby those ranked 1 received 12 points, those ranked 2 received 11 points, those ranked 3 received 10 points and so on to those ranked twelve received 1 point; then the score was multiplied by either 258 (N for Part C) or 211 (N for Part D). The researchers then applied Spearman’s rho procedures to the raw scores and found a significant difference (p
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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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Professional Learning Communities:
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Professional Learning Communities:
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Creating Shared Meaning in High Per
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CRITICAL ISSUES IN PROMOTING ACADEM
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Principals and Teachers Stated Beli
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CRITICAL ISSUES IN PROMOTING ACADEM
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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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298 CRITICAL ISSUES IN EDUCATION LE
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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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