School superintendent development

Martha N. Ovando (Department of Educational Administration, The University of Texas at Austin, Texas)
Ben M. Harris (Department of Educational Administration, The University of Texas at Austin, Texas)
Patsy Menefee (Department of Leadership and Cultural Studies, University of Houston, Houston, Texas)

International Journal of Educational Management

ISSN: 0951-354X

Publication date: 1 April 1998


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.



Ovando, M., Harris, B. and Menefee, P. (1998), "School superintendent development", International Journal of Educational Management, Vol. 12 No. 2, pp. 82-89.

Download as .RIS




Copyright © 1998, MCB UP Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.