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The Relationship Between Superintendent Leadership Style and District Culture

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The Relationship Between Superintendent Leadership Style and District Culture THE RELATIONSHIP BETWEEN SUPERINTENDENT LEADERSHIP STYLE AND DISTRICT CULTURE A Thesis Presented to the faculty of the Department of Graduate and Professional Studies in Education California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Education (Educational Leadership) by Heather Nichole Minton SPRING 2020 © 2020 Heather Nichole Minton ALL RIGHTS RESERVED ii THE RELATIONSHIP BETWEEN SUPERINTENDENT LEADERSHIP STYLE AND DISTRICT CULTURE A Thesis by Heather Nichole Minton Approved by: __________________________________, Committee Chair Virginia L. Dixon, Ed.D. __________________________________, Second Reader Sarah M. Jouganatos, Ed.D. Date iii Student: Heather Nichole Minton I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for electronic submission to the Library and credit is to be awarded for the thesis. , Graduate Coordinator Geni Cowan, Ph.D. Date Graduate and Professional Studies in Education iv Abstract of THE RELATIONSHIP BETWEEN SUPERINTENDENT LEADERSHIP STYLE AND DISTRICT CULTURE by Heather Nichole Minton Brief Literature Review Culture and climate are crucial components of successful schools and districts. They also have a substantial impact on student outcomes both academically and social emotionally. Statement of the Problem To improve the climate and culture of California school districts, district superintendents must analyze the role their leadership style might play in the culture of their district. This study sought to address the gap in research and to explore the relationship between superintendent leadership style and district culture. Methodology This quantitative study analyzed California district superintendents’ responses to the Leadership Expert Questionnaire (Oates, 2010) and the School Culture Triage Survey (Wagner, 2006). v Conclusions and Recommendations Findings indicate the existence of a relationship between district superintendent leadership style and district culture. Findings further indicate that paternalistic leadership styles, and in some cases democratic leadership styles, are associated with higher district culture scores. The findings of this survey should serve as a valuable tool for superintendents attempting to improve student outcomes through district culture. , Committee Chair Virginia L. Dixon, Ed.D. Date vi ACKNOWLEDGMENTS I would like to thank Dr. Sarah Jouganatos and Dr. Denver Fowler for their knowledge and support as I began this journey. I would also like to thank Dr. Virginia Dixon for her guidance through the completion of this study. Thank you all for your advice, feedback, and encouragement. I would also like to thank each of the superintendents who responded to my survey. Finally, I wish to thank my friends and family for supporting me throughout my study. vii TABLE OF CONTENTS Page Acknowledgments............................................................................................................ vii List of Tables ...................................................................................................................... x List of Figures ................................................................................................................... xi Chapter 1. INTRODUCTION ........................................................................................................ 1 Background ............................................................................................................. 1 Statement of the Problem ........................................................................................ 2 Research Questions ................................................................................................. 3 Significance of the Study ........................................................................................ 4 Definition of Terms................................................................................................. 4 Organization of the Remainder of the Thesis ......................................................... 6 2. REVIEW OF RELATED LITERATURE .................................................................... 7 Introduction ............................................................................................................. 7 Leadership ............................................................................................................... 7 Superintendents ..................................................................................................... 24 Climate/Culture ..................................................................................................... 36 Conclusion ............................................................................................................ 49 3. METHODOLOGY ..................................................................................................... 50 Introduction ........................................................................................................... 50 viii Research Design and Rationale ............................................................................ 51 Data Analysis ........................................................................................................ 52 Limitations of the Study........................................................................................ 53 Ethical Considerations .......................................................................................... 53 Summary ............................................................................................................... 54 4. DATA AND DATA ANALYSIS ............................................................................... 55 Introduction ........................................................................................................... 55 Findings................................................................................................................. 55 Interpretation and Analysis ................................................................................... 69 Summary ............................................................................................................... 72 5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.............................. 73 Introduction ........................................................................................................... 73 Conclusions ........................................................................................................... 75 Recommendations for Further Study .................................................................... 77 Appendix A. Survey and Consent ......................................................................................80 Appendix B. Study Recruitment ....................................................................................... 82 References ......................................................................................................................... 83 ix LIST OF TABLES Tables Page 1. Knowledge and Skills Associated with Superintendent Role Conceptualization ....... 31 2. The EDSCLS School Climate Model ......................................................................... 39 3. Organizational Climate Description Questionnaire .................................................... 43 4. School Climate Scale Dimensions .............................................................................. 45 5. Survey Response Breakdown ..................................................................................... 56 6. District Culture by Leadership Style........................................................................... 58 7. District Culture by Leadership Style – District Size ................................................... 60 8. District Culture by Leadership Style – Community Type .......................................... 63 9. District Culture by Leadership Style – Title I Funding .............................................. 67 x LIST OF FIGURES Figures Page 1. Blake & Mouton’s managerial grid ............................................................................ 17 2. Reddin’s 3-D theory of management .......................................................................... 19 3. Highest degree held of superintendents, 1923-1960 ................................................... 25 4. Mapped domains across identified historical school climate measures ...................... 41 5. Mean district culture scores sorted by leadership style with a statistical significance (p = 0.012) .............................................................................................. 59 6. Mean district culture scores in schools with fewer than 5,000 students sorted by leadership style with a statistical significance (p = 0.005) .................................... 61 7. Mean district culture scores for superintendents with paternalistic leadership style sorted by district size with no statistical significance (p = 0.681) ..................... 62 8. Mean district culture scores in rural schools sorted by leadership style with a statistical significance (p = 0.001) .............................................................................. 64 9. Mean district culture scores for democratic leadership across community types with no statistical significance (p = 0.916) ................................................................. 65 10. Mean district
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