Distribution of Influence, Communication, and Relational Mentoring in the US Superintendency

Autor/inn/en	McClellan, Rhonda; Ivory, Gary; Dominguez, Ramon
Titel	Distribution of Influence, Communication, and Relational Mentoring in the US Superintendency
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 16 (2008) 3, S.346-358 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Mentors; Organizational Communication; Focus Groups; Educational Change; Superintendents; Communities of Practice; Administrator Role; Role Perception; Job Analysis; Administrator Attitudes; Leadership Responsibility; Professional Development; Participative Decision Making + Suchen Sie Ihr Suchwort? Bildungsreform; Schulrat; Community; Role conception; Rollenverständnis; Arbeitsanalyse
Abstract	We report on how fifty superintendents (chief executive officers of public school systems, each invited by a researcher to participate) from seven states in the US talked in eight focus groups of their perspectives on their influence as leaders, their efforts to communicate with stakeholders, and how they learn from these stakeholders. We maintain that our participants' revelations suggest that three definitions must be expanded to fit their work. First, influence or authority must be seen not merely as vested in the superintendent; rather, these superintendents described their leadership in terms of working with and through others. Second, organizational communication for these superintendents is more than the district's leader communicating his or her perceptions and wishes to others; it is more relational, in which a variety of actors communicate their perspectives to one another. Third, this type of inter-professional leadership leads logically to relational mentoring, where learning does not pass merely from expert to novice; rather, superintendents described their roles in terms of various parties learning from and teaching one another. We discuss implications of these insights for practice, research, and preparation. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10