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"SuperLeadership": The impacts and implications for public education
This study tested the hypothesis that “SuperLeaders” impact other leaders. Thirty-two Superintendents and Principals from the Commonwealth of Massachusetts participated in this study. Superintendents were nominated by their peers as demonstrating “SuperLeadership” characteristics according to (Manz, 1996). Each superintendent completed a Superintendents' SuperLeadership Style Inventory. This was a 48 item self-rating questionnaire regarding their SuperLeadership Style. Responses to the questionnaire range from (Definitely not true – to Definitely true). These correlated at 1. ^ Principals received the following instrument: The Principal Perception of their Superintendent SuperLeadership Style Inventory, a Job Satisfaction Inventory (JDI), a Principal Job Efficacy, and Principal Job Effectiveness instruments. ^ In order to perform data analysis, pairs were formed to include a Superintendent and Principal from the same school districts. The data results show that there was no direct correlation between Superintendents' SuperLeadership Style and their Principals' perception of their Style influencing principals' behavior. There was a direct correlation between Job Effectiveness and Job Efficacy. This demonstrated a 30% shared variance between the two variables Job Effectiveness and Job Efficacy, and it suggests that the higher a Principal's performance, the higher the level of efficacy the Principal style does not differ whether they were grouped in the high, middle or low group. However, there was significant statistical difference in how the Principals perceived their Superintendents' SuperLeadership Styles among the three groups. The results also show no statistical differences in their ratings of Principals' Job Self Efficacy and Job Effectiveness. However, regarding Job Satisfaction as measured by Supervision and People at Work, there was a statistical difference. ^ The results do show that according to Principal self-rating that Superintendents with SuperLeadership characteristics can have employee who will have greater job effectiveness, greater job self-efficacy, and higher job satisfaction. ^ Leadership skills can be acquired when a person studies, understands or engages in the various elements of this model. When incorporated into an individual's leadership role, these yield the greatest effectiveness. While the aforementioned statement addresses a work environment, this does not preclude leaders' development in home or family situations, and or its impact on personal relationships. Effective leaders understand that empowerment of subordinates to develop a strong sense self-leadership has its cost and its benefits. The benefits may be stronger task commitment, increased opportunities for leadership development, reduced administrative cost, and better customer service. On the other hand, the cost could decrease productivity when agreeable objectives and priorities are not clearly defined. In essence, SuperLeadership and its constructs are useful for practical purposes that can be used to enhance a person's life. ^ In regards to Training and Development, it is estimated that organizations spend an enormous amount of money on leadership training—$3.5 billion, according to ASTD www.astd.org. While training may vary from one organization to the next, Super-Leadership and its constructs can be used as a fundamental component in Management Development training and for organizational effectiveness. It can be also be customized for the following areas to yield the greatest optimal performance: Superintendents' training, Principal training, Managerial training, Parent Effectiveness training, Life Skills training, Counselor Education training, Teacher training, Executive Coaching, and Career Development. (Abstract shortened by UMI.) ^
Flavia L Eldemire,
""SuperLeadership": The impacts and implications for public education"
(January 1, 2004).
Electronic Doctoral Dissertations for UMass Amherst.