MARC Record from harvard_bibliographic_metadata

LEADER: 02636nam a2200265Ia 4500
001 013677177-7
005 20131112112214.0
008 010202s2012 mau| | mb 001|0 eng|d
035 0 $aocn863036761
100 1 $aSevak, Milan.
245 10 $aSuperintendents & district senior leadership teams :$ba multi case study analysis /$cMilan Sevak.
260 $c2012.
300 $aiv, 231 leaves ;$c29 cm.
500 $aVita.
502 $aThesis (Ed. D.)--Harvard Graduate School of Education, 2012.
504 $aIncludes bibliographical references (leaves 206-215).
520 $aThe purpose of this dissertation is to understand how superintendents create and lead their senior leadership teams. Research on senior teams in the private sector suggests that studying top teams, rather than CEOs alone, provides better predictions of organizational outcomes (Finkelstein, Hambrick, and Cannella, Jr., 2009). While many superintendents have also begun to increasingly rely upon a senior team as a result of the growing complexity and demands of their own role (Worner, 2010; Harris, 2009), there has been little discussion in the education literature about how superintendents might most effectively create and lead senior teams (Higgins et al., 2009). Using multiple-case study methodology, I examined three large district senior leadership teams and the levers that three urban superintendents utilized to create and lead their senior leadership teams. My primary data sources consisted of interviews with the superintendents and senior team members. The research questions guiding my study were: (1) How do superintendents create and lead their senior teams? (2) In what ways are the district senior teams perceived to be effective?
520 $aOverall, the case studies affirmed much of the theoretical framework I developed as part of my literature review. However, the stories of superintendents and team members also revealed complexities of leading in a large school district context. Superintendents were challenged with productively managing turnover, engaging their school boards as they created their senior team, and clarifying purposes of different teams. In addition, superintendents struggled with clarifying decision-making processes as well as individual team member autonomy in a fast-paced environment.
650 0 $aEducational leadership$zUnited States.
650 0 $aSchool management and organization$zUnited States.
650 0 $aSchool superintendents$zUnited States.
650 0 $aSenior leadership teams.
710 2 $aHarvard University.$bGraduate School of Education.$tThesis.
988 $a20130507
906 $0MH