Instructional leadership specifications for school executives: A preliminary validation study

Harris, Ben; Wilson, Lucy

doi:10.1007/bf00117284

Cited by 1 publication

(1 citation statement)

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“…An increased emphasis on continuing growth and development of school administrators is evident (Killion and Lanzerotte, 1992;Sparks, 1993 (Burnham, 1989) and to a description of their instructional leadership competencies, and roles (Buck, 1989;Harris and Wilson, 1991;Herman, 1989;Ho, 1992;Hord, 1990;Knezek, 1993;Walker-Fuller, 1992). Therefore, research addressing specific school superintendents' professional development efforts might heighten our understanding of their professional development modes and needs.…”

Section: Introductionmentioning

confidence: 99%

School superintendent development

Ovando

Harris

Menefee

1998

Intl Jnl of Educational Mgt

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School superintendents are in search of development opportunities that can help them enhance their leadership capacity in order to respond to new demands and changes in the environment. This paper focuses on the professional development behaviors of school superintendents identified through a comparative study of two groups. One group participated in a Diagnostic Executive Competency Assessment System (DECAS) and the second group did not have any assessment experience. Findings suggest that both groups of school superintendents tend to engage in development experiences and activities. While there are some differences in the development behaviors of these two groups, it is interesting that all school superintendents recognize improvement (of self, schools, and student achievement) as a motivation to enhance their capacity in several ways.

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Section: Introductionmentioning

confidence: 99%