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. https://doi.org/10.1108/09513549810204469Download as .RIS
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