Connecting the role of school superintendents to teaching and learning in schools: A research synthesis of three educational administration peer reviewed research journals between 1983--2006
Year: 2008
Type: dissertation
Abstract: This exploratory synthesis of research was the product of three years of \ndissertation research efforts that systematically reviewed 23 years of empirical articles \nbetween 1983 (or its inception) and 2006 from three of the most highly regarded \neducational administration journals. Specifically designed to collect investigative data \nand information from primary research contained within Educational Administration \nQuarterly, the Journal of School Leadership, and the Journal of Educational \nAdministration; this research synthesis drew upon various research methods to \npropose pragmatic insights and proffer an empirically founded response to: What has \nthe educational administration profession learned from the research efforts that were \nindependently conducted, presented, and published about the overall connections \nbetween school superintendents and education's technical core -teaching and learning \nin schools? \nResults from employing meta-analysis, descriptive synthesis, and thematic \nsynthesis techniques to appropriately collect and analyze relevant data indicate that school superintendents remain directly connected to the technical core; however, \nthese connections have evolved from the traditional connections presently maintained \nby campus administrators and to new connections that meet the increased \nresponsibilities and complexities of the superintendents' role. The thematic synthesis, \nreinforced by descriptive syntheses, indicated 15 separate superintendent - technical \ncore constructs that promote new areas for investigation; however, the extent and \nstrength of these constructs have yet to be determined. \nThe impact from the next step suggestions for future research indicate that \neffects could range from educational administration knowledge base contributions to \nrefining in-practice standards and professional development programs. The possible \nknowledge base contributions, coupled with specific in-practice elements that \ndemonstrate superintendents' direct impact on the technical core, may be the \nnecessary raw materials from which a foundational framework that clearly redefines \nthe superintendent - technical core connections may be forged by scholars and \nimplemented by district leaders to improve teaching and learning in schools.
Author: Steven Paul Shidemantle
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2308100010