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The purposes of this study were (1) to determine if certain variables differentiate between occupationally mobile and non‐mobile superintendents, (2) to determine if differences exist in the leadership behaviour characteristics between these groups, and (3) to determine if there are differences in the leadership behaviour charac‐teristics of superintendents as perceived by their own groups and by their subordinates. The study revealed significant differences in six categories: Mobile superintendents (1) held more positions; (2) spent a fewer number of years in each position; (3) were more often tenured; (4) had a higher level of education; (5) held higher status in the profession; and (6) felt a deadline was a challenge rather than a nuisance. There were no significant differences in the leadership behaviour variables.

The study investigated popular election results regarding the relationship between the variables of county board member defeat or re‐election and the reappointment or dismissal of county school superintendents, in the state of North Carolina, within a one, two, three or four year time frame. All 100 county school districts were studied over a 12‐year period of time in which an ex post facto quasi‐experimental research design was used to determine the relationship between incumbent board member defeat and superintendent turnover following six general elections. Results of the study show there was stability in both superintendent reappointment and incumbent school board member re‐election. These findings do not support previous research regarding the dissatisfaction theory in that previous studies found significant differences between superintendent turnover and incumbent school board member defeat. This study, unlike others, focused on county public superintendent turnover and county board member election results as opposed to city or state superintendent and school board member elections.

This study analyzes the advantages and disadvantages of the electoral mechanism of local education superintendents in South Korea, draws conclusions and makes suggestions for future reforms.

The research method of this study included document analysis and interviews. Document analysis was used to collect and analyze the relevant official documents of education superintendents across countries. Semi-structured interviews were conducted with four professors and two superintendents.

The results of the interviews indicate the following: 1) Korean stakeholders are getting more familiar with the direct election of superintendents, as the interviews indicate a more mature direct election system due to previous experience and public officials taking direct election into account; 2) The direct election of superintendents has advantages and disadvantages. The advantages include increasing the participation of the general public in education, and the disadvantages include conflict between the central government and local superintendents belonging to different political parties. However, the current system is likely to be retained; 3) The superintendent systems in various countries differ due to their respective traditions and social contexts. However, the authors can always learn lessons and implications from foreign countries if the authors compare their education systems with their foreign counterparts.

As far research limitations, although this was a small study, it shows the importance of collecting multiple stakeholders' views on the direct election of education superintendents as a basis for future reform of education management.

The Korean system for electing superintendents provides a good model for other countries reflecting on the educational autonomy and accountabilities of their own systems.

The direct election of superintendents provides an example of professionalism, independence and political neutrality in education that other countries can learn from. The separation of general and educational administration in Korea through direct elections protects educational activities from political influence.

In terms of originality/value, this study adds a new perspective to the debate about whether the general public should directly elect education superintendents, as well as to the literature on local education management.

Superintendents’ agency in the US is shaped by governance systems within education systems. These Education Governance Systems have been in a state of flux and experienced turbulence for twenty years. The professional challenge this research addresses is how do 14 credentialed educational professional African American women superintendents with doctorates and track records of school improvement, navigate the turbulence to empower families, and Empower Young Societal Innovators for Equity, Renewal (EYSIER), Social Mobility, and Peace.

This chapter identifies three aspects of a theory of knowledge to action to emerge from the empirical evidence presented. First, African American women superintendents need to know how to access policy and legislation, how to stay up to date with policy and need to be empowered to challenge policy. Policy has the back of African American women fighting institutionalised racism. Second, African American women superintendents need role models, and mentors with wisdom who can create proactive and mobilising networks across the state and the nation to advocate for and to support the teachers’ and leaders’ professional learning to be the best teachers, leaders and superintendents they can be. Finally, the African American women superintendents who have been self-selecting, or identified as potential future superintendents by current superintendents and schoolboards, need to be part of succession planning that transcends the short elected lives of district school boards. Newly incumbent African American women superintendents need to be empowered by Education Governance Systems to enable them to deliver on their manifestos and track records of outstanding school improvement with the impact strategies they were employed to implement. The impact strategies include promoting high-quality home–school engagement and ensuring all students learn how to learn, are culturally sensitive, ask good questions and solve problems as Young Societal Innovators for Equity and Renewal. The chapter recommends a network of African American women superintendents implements this theory of knowledge to action and that their work is documented, and if successful in optimising students’ learning, and outcomes, disseminated to build capacity for EYSIER.

Increasing numbers of educational leaders who identify as LGBTQ+ are assuming the school superintendency. This chapter shares the findings from interviews with eight current or retired school superintendents who identify as a member of the LGBTQ+ community. It addresses issues of how these superintendents identify themselves professionally and explores the issues of lifestyle accommodations, their professional coming out process, work life implications, discrimination they experienced, and how their sexual orientation impacts their leadership capacity. While some superintendents identify themselves as “gay superintendents,” others perceive themselves as superintendents who happen to be gay. Regardless of their perspective, they all attribute some of their success as a superintendent to their experiences as a member of the LGBTQ+ community. Drawing on queer theory and identity theory, this chapter explores the intersection of sexual identity and leadership in the relatively unstudied level of executive school leadership.

This study investigated how superintendents lead the process of within-district racial and socioeconomic integration.

The researchers used Constructivist Grounded Theory methodology to analyze interviews with superintendents, documents and videos from four school districts in suburban, southeastern Pennsylvania.

The emergent “Leadership for In-District Integration” theory indicated that superintendents who led redistricting initiatives aligned their systems for organizational equity only after developing culturally competent leadership practices and building trusting relationships within the school community. Despite these efforts, only two of the four districts achieved racial or socioeconomic balance in the targeted grade levels. In all districts the efforts to integrate their schools for equity were ongoing.

The current study's findings indicate that school leaders may face less conflict with constituents about school desegregation if they capitalize on existing needs to redraw district boundaries for other purposes. Superintendents seeking to engage in such work should set clear goals for what constitutes desegregation, view integration as more than demographic balancing and seek support to develop culturally competent leadership practices that build trusting relationships among community members.

The Leadership for In-District Integration theory adds conceptual and practical value to the field of educational administration by effectively illustrating what it meant to superintendents to integrate a school system and revealing insights that may help other school leaders make such a change. This research is significant because it is one of the few studies that focuses primarily on leadership factors associated with integration within suburban school districts.

The purpose of this article is to expand knowledge on Swedish principals' professional development (PD) from the perspectives of superintendents. In particular, the article analyzes how superintendents understand and organize PD for principals.

Empirical data are derived from a strategic sample of ten (n = 10) superintendents. Transcribed interviews were analyzed in two steps. The first step was carried out inductively to identify prominent aspects of PD for principals. In the second step, the detected themes and categories were analyzed more deductively through the theoretical lens of learning in organizations.

The analysis revealed that the purpose of PD for principals and the principal leadership that must be nurtured from the perspective of superintendents spans a scale, from knowing what is already required to critically examining and exploring the unknown. In addition, the understanding of learning stretches from an individual enterprise to a collective activity. However, noteworthy differences between the superintendents were detected and organized into three ideal types.

Despite a profound research design and a careful selection of superintendents, the sample sets some limits because of the plurality within the decentralized Swedish school system.

The results can support strategies from superintendents, principals and educational authorities to build infrastructures that foster PD at different levels of school systems.

This article offers a novel perspective by analyzing principals' PD from the perspectives of superintendents.

Fifty school superintendents were interviewed about incidents of serious misconduct by school personnel. The superintendents indicated that they case managed the incidents, acting quickly but mindful of due process. The incidents dealt mainly with violations of broad community norms. Comparisons were made with a previous study of school principals. It was suggested that institutional organisations theory′s blanket emphasis on ritualistic legitimation, the logic of confidence, and normative as opposed to technical assessment of schools is too strong.

The purpose of this study is to understand how superintendents leading large, high-profile and politically complex urban districts make sense of their district–community context and advocate for issues of equity.

This qualitative multi-case study took place over the 2017–18 school year and involved superintendents leading large urban districts in the United States, with data derived from semi-structured interviews, observations of school board and other public meetings and document collection.

This article describes how superintendents' sensemaking around equity was situated within the context of interactions with district board members and other stakeholder groups within their communities and influenced by their sense of professional vulnerability of public advocacy. Leaders often felt the need to attenuate their personal sense of equity and act strategically when framing related policies or practices. This study highlights examples by which superintendents were forced to confront instances when community support and prioritization of equity issues did not match their own and subsequently struggled to make sense of how to frame issues that were not in alignment.

Despite their positional authority, relatively little attention has been paid to the experience of school district superintendents in fostering equity. This study provides practical examples of superintendents making sense of complex leadership scenarios and taking strategic action to promote equity in authentic circumstances and has important implications for research and practice.

The paper is about a specific part of the Swedish governing system: the municipality, which has the responsibility of implementing national school goals. The starting point is an identified local governing chain including the chairman of the politically elected school board, the superintendent, principals and head teachers. It is the first link in this chain which is in focus, between chairmen and superintendents. The purpose of this paper is to investigate their role understanding and enactment: what roles do they have, formally and enacted? Is it a clear or blurred line between them? What can be seen as causing conflict or success?

The paper is part of a larger research project focussing on what happens when national policy meets local governing structures. The project as a whole has a mixed method design and includes surveys with superintendents, politicians and principals. It also includes interviews with chairmen of local school boards, superintendents and principals. In this paper the focus is on interviews made with politicians and superintendents in six (of 290) municipalities followed over time (including a political election between the authors visits). The municipalities are spread over the country, with shifting political majorities.

The authors identify that there seem to be a shared formal role understanding in that politicians are responsible for the what-side and superintendents for the how-side of the local work. The roles are, however, enacted in a blurred zone with role intrusion as an active component. What causes a conflict or not is if the two have a shared understanding of how to play the game. This makes the local work sensitive to changes on the positions. Success comes from a relationship built on trust and where there is a mutual understanding of how to work.

The study is built on a small selection of municipalities and must be complemented by further ones to be able to generalize the results. What it can say something about is, however, how actors in six different local settings enact the same kinds of assignments and if there are similarities and differences between their role enactment.

Although the study is built on a small selection of municipalities it is unique in that it follows interlinked actors over time, making it possible not only to discuss municipality stereotypes but study human relationships over time. This also makes it possible to discuss new aspects of governing chains.