Dissertation in PracticeSusan Bonaiuto, Ellin Booras, Kerry Dunne, Lauren Gilbert, Jose Libano, & Lincoln Lynch III

Taking the leap: The mix of motivators and inhibitors that impact the decision to pursue or not to pursue the superintendency

March 15, 2012

Context Twenty years ago, it was not uncommon to

attract 50-60 applicants for a superintendent search in New England (Thomas Scott, Executive Director, MASS)

In the last 6-7 years, number has dropped to 20-25 with many districts receiving less than 20 (MASS, NESDEC, 2011)

Only 51% of superintendents throughout the country will still be in their positions in 2015 (American School Superintendent 2010 Decennial Study conducted by American Association of School Superintendents)

Yet, 80% of superintendents report high level of satisfaction (MASS, 2011)

Problem

Perceived shortage of qualified candidates

Perceptions or misperceptions may perpetuate beliefs about the role of superintendent

Broad public concern about the future of education

Purpose

To contribute to the knowledge base by developing a better understanding of the thought process that shapes a prospective candidate’s interest, readiness, and inclination to pursue the superintendency

Research Questions

What factors, including job desirability and accessibility, influence the pursuit intentions of individuals qualified to be superintendent?

How does the mix of motivators and inhibitors impact the decision to pursue or not to pursue the position?

Literature Review

Literature Review

Workplace attraction (Chapman et al, 2005)

Consideration of job and organizational characteristics

Role of recruitment (Breaugh, 1992; Barber, 1998)

Applicant attraction (Rau and Hyland, 2002)

Literature Review Job desirability (AASA, 2000, 2010)

Responsibilities (Kowalski 2006, 2011) Compensation (Behling, Labovitz &

Gainer, 1968; Wolverton, 2004) Governance (Massachusetts General

Laws, c. 71, § 59; MASS, 2010) Satisfaction (MASS 2010; Hopson &

Marshall, 2004)

Literature Review

Job accessibility Recruitment and selection

(Terranova et al., 2009) Gender (Wolverton, 2004,

Gupton & Slick, 1996; Glenn & Hickey, 2010; Tallerico, 2000)

Race/Ethnicity (Tallerico, 2000; Glenn & Hickey, 2010)

Methodology

Methodology

Qualitative exploratory design Semi-structured interviews

12 participants All doctoral graduates of ACE All theoretically qualified to be a

superintendent

Methodology – Sample Selection

Sample Demographics

Sample Pursuit History

Methodology – Data Set

Demographic data Transcripts from interviews Field notes Group analytic memo

Methodology – Data Collection Interview Guide & Questions

Aspirations for superintendency Career trajectory Job desirability Recruitment/Selection process Decision factors Mentoring Access – race/gender

Data Analysis – Coding

Workshop Format using NVivo Multiphase collaborative coding

First Cycle – attribute, descriptive, value

Second Cycle – focused (themes), preliminary findings

Third Cycle – magnitude coding, and transcript review audit for accuracy

Limitations of Research

Intended Limitations Sample size of 12 Demographics & focus on ACE

Unintended Limitations Proximity to interview subjects

Generalizability

Findings

Finding #1

Perceived fit is the framework around which candidates develop their thought process.

“Well a match would be, can I raise my child and have this job?

What are the skills that you need from me?

Are they a match? So it would have to be a fit, and that matters more then the actual position.”

Finding #2 Candidates

have a predetermined mental checklist to assess fit that is relatively constant and consistent for all potential candidates.

“I’d want to know the fiscal condition of the town.I’d be looking at standardized test scores. I’d want to know where they are in their contract situation with their teachers...I would want to work in a place where there’s a sense of making things better – not a place that’s stagnant.”

Finding #2

Job Fit Skill Set Experience Family Impact Effect of Public Process Politics Impact Support System

Organization Fit Superintendent Profile

Match with Community Compensation Demographics Commute Stability of Community Reputation of School

Committee

Checklist Items

Finding #3 When evaluating the

questions on their mental checklist, candidates use a process of applying weight depending on individual circumstances and stages in life.

“I didn’t have a child just to be an absent mother, and I feel like with the urban superintendency and the politics and what not that there is an expectation that your life belongs to the city.”

Finding #4 Women and

racial/ethnic minority candidates experience the pursuit process differently as they contemplate and seek access to the job of superintendent of schools.

“My name alone will tell you [I’m a racial minority]. So you look at the name and the resume and you know. You may not look any further than that. I know that does happen. It’s my reality.”

“I was beaten out of the job [a few] times. It was down to me and a male, and the male got it every time…I feel being a female entering into the superintendency is a burden women have to cross.”

Finding #5 Candidates

pursue the superintendency using a network of formal and informal contacts.

“I was informally recruited in the sense that the chair of the school committee took me out to dinner and expressed really certainly that he would be interested in my candidacy and that he hoped I would apply.”

“No, I call recruiters.”

Discussion

Discussion of Finding #1

Perceived Fit Participants made explicit and

implicit references Meaning of fit Impact on the superintendency

Discussion of Finding #2

Mental Checklist Participants have similar factors Person-Job Fit (P-J)

Can I see myself as a superintendent? Person-Organization Fit (P-O)

What type of district do I see myself leading?

Discussion of Finding #3 Weighing of Checklist Items

Participants considered factors differently depending on personal circumstances

Tied to risks/rewards associated with pursuit of superintendency How would the commute affect family life? Is the extra salary worth the added

responsibilities and aggravation?

Discussion of Finding #4

Women & Racial/Ethnic Minorities Pursuit experience

P-O Fit Am I satisfying a quota? Bias & discrimination

Accessibility and desirability

Discussion of Finding #5

Importance of Networks What others say helps shape

pursuit intentions Conduits to positions

Current & former superintendents RecruitersBarriers to equity & best candidates

Recommendations

Recommendations For professional associations of

educational leaders1. Offer professional development focused on the selection process2. Encourage districts to identify and to cultivate aspiring administrators at an early juncture in their careers3. Initiate or expand programs to identify and to address the needs of women and racial/ethnic minorities

Recommendations For professional associations of

educational leaders (continued)4. Address the perceived barriers5. Explore ways to reduce the risk in the

application process6. Examine the job expectations of the

superintendency as it is presently construed7. Look for ways to build harmonious

relationships between superintendents and school committees

Recommendations For professional associations of educational

leaders (continued)8. Expand accessibility to trainings and

workshops focused on school governance to include aspiring candidates

9. Support the establishment of a central data base of qualified candidates to coordinate application preparation, opportunities and access

Recommendations

For executive search agencies and school districts

1. Broaden access to the superintendency

2. Address race-based issues by helping school districts to create and uphold diversity policies specifically for the hiring of superintendents

Recommendations For higher education programs in

educational leadership1. Organize alumni networking and career

placement services2. Provide career coaching with the goal of

preparing candidates for the search process3. Revise coursework to enhance students’

preparation in finance and governance4. Present the role of superintendent in a

positive light reinforcing the high rate of satisfaction among existing superintendents

Conclusion

It is our hope that the study will illuminate each of the constituent groups and thus create a sense of urgency around issues of preparing, attracting, and retaining school superintendents committed to serving the needs of public schools throughout the country.

Questions