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The Examination of Grit in California Superintendents Jacqueline Kearns Brandman University, [email protected]

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The Examination of Grit in California Superintendents Jacqueline Kearns Brandman University, Hodgeskj17@Gmail.Com CORE Metadata, citation and similar papers at core.ac.uk Provided by Brandman University Brandman University Brandman Digital Repository Dissertations Fall 10-10-2015 The Examination of Grit in California Superintendents Jacqueline Kearns Brandman University, [email protected] Follow this and additional works at: https://digitalcommons.brandman.edu/edd_dissertations Part of the Educational Administration and Supervision Commons, and the Educational Leadership Commons Recommended Citation Kearns, Jacqueline, "The Examination of Grit in California Superintendents" (2015). Dissertations. 213. https://digitalcommons.brandman.edu/edd_dissertations/213 This Dissertation is brought to you for free and open access by Brandman Digital Repository. It has been accepted for inclusion in Dissertations by an authorized administrator of Brandman Digital Repository. For more information, please contact [email protected]. The Examination of Grit in California Superintendents A Dissertation by Jacqueline Kearns Brandman University Irvine, California. School of Education Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Organizational Leadership October 2015 Committee in charge: Philip Pendley, Ed.D., Committee Chair Keith Larick, Ed.D. Marylou Wilson, Ed.D. The Examination of Grit in California Superintendents Copyright © 2015 by Jacqueline Kearns iii ACKNOWLEDGEMENTS There is no way I could have completed this dissertation on my own. I first must acknowledge and give recognition to Jesus Christ in giving me the ability, opportunity, and perseverance to accomplish this goal that has been on my heart since a young child. My family: my son, my mom, and my dad. You have been my support to keep going and accommodating when I needed the extra help. You have been selfless while I worked hard to accomplish this dream. There is no way I could have done this, nor would have wanted to, without you. This degree and all that it represents, getting here and going forward, is because of you and your support. I love you guys and thank you. Marylou, you are the best cohort mom one could ask for. You have helped me to grow into the leader I am with the words you have spoken and the example you have set. My committee: Dr. Pendley, Dr. Larick, and Dr. Wilson, thank you. Dr. Pendley, you have been more than a chair to me throughout this dissertation experience. You have guided me, supported me, and pushed me to reach my goal and my potential. Dr. Larick, your comments and suggestions undoubtedly made this dissertation better. I appreciate all the time you dedicated to it and the genuine feedback you gave me. Dr. Wilson, thank you for your introduction to Dr. Pendley as chair—you were right, he was a perfect fit! And thank you for your feedback and support from day one until my defense. My cohort family: Fab Four! You guys played such an amazing role in this journey, and I couldn’t have asked for better people to accompany me. Thank you for your support throughout. Thank you to all those who participated in the surveys and the interviews; I have learned so much from you. Your participation will lead to the increased grit of others. iv I dedicate this dissertation to my son, my mom, and my dad. Words cannot express my gratitude, so I choose to write little. You have allowed me to make yet another dream a reality, and I am who I am because of who you are. Thank you. v ABSTRACT The Examination of Grit in California Superintendents by Jacqueline Kearns The purpose of this study was to examine the relationship between grit and successful California superintendents. Grit is a topic in infancy, only being first introduced in 2007. While there has been much research on the superintendency, there has yet to be any research exploring grit and the superintendency. The population of this study consisted of California superintendents who met the following criteria: 1. California public school district superintendent, 2. located in California, 3. Have more than three consecutive years in their current position, 4. Superintendents must meet at least two of the following criteria: a) have membership in professional organizations, b) have presented on leadership at local or state conference c) have been recognized by professional organization or peers for their leadership. Subordinates must have been currently working for the superintendent and had worked for him or her for at least two years. In this mixed methods study, data was first collected electronically from superintendents using the Grit-S Survey. Subordinates of the superintendents who completed the Grit-S Survey were then asked to complete the same electronic survey, changing pronouns from “I” to “he/she” and using it to rate their superintendents’ level of grit. Interview questions further explored grit and how it contributes to the success of superintendents. Results of the study found that superintendents are very gritty and score high on each of the 8 attributes that measure grit. It was also found that subordinates rate their superintendents as gritty and rate them high on each of the 8 attributes that measure grit. The third finding showed that there was not a significant difference on how vi superintendents self-reported their level of grit and how subordinates perceived their superintendents’ level of grit. The last finding revealed the personal and leadership attributes that contribute to a superintendents’ grittiness were purposeful perseverance, others focused, having a goal or vision to work toward, life experiences in formative years, being competitive and having high expectations, a willingness to work hard, having an outlet outside of work to maintain balance, having a supportive network of colleagues, and acknowledging and celebrating small wins. vii TABLE OF CONTENTS CHAPTER I: INTRODUCTION ........................................................................................ 1 Background ......................................................................................................................... 4 Changes in Education ................................................................................................... 4 History of the Role of Superintendent .......................................................................... 6 Issues Facing Superintendents ...................................................................................... 7 Perseverance ................................................................................................................. 8 Resiliency ...................................................................................................................... 8 Grit ............................................................................................................................... 9 Statement of the Research Problem .................................................................................. 10 Purpose Statement ............................................................................................................. 12 Research Questions ........................................................................................................... 12 Significance of the Problem .............................................................................................. 12 Definitions......................................................................................................................... 13 Delimitations ..................................................................................................................... 14 Organization of the Study ................................................................................................. 14 CHAPTER II: REVIEW OF THE LITERATURE .......................................................... 16 Changes in Education since 1965 ..................................................................................... 16 History of the Role of Superintendent .............................................................................. 20 Phase 1—Civil War Until WWI ................................................................................. 20 Phase 2—The 1920s ................................................................................................... 21 Phase 3—1930 to 1954 ............................................................................................... 21 Phase 4—1955 to 1965 ............................................................................................... 22 1965 Until the Present Time ....................................................................................... 23 Issues Facing Superintendents .................................................................................... 24 Budgets and Finance ................................................................................................... 25 Politics......................................................................................................................... 26 Community Relations ................................................................................................. 28 School Board Relations............................................................................................... 29 Internal Relations ........................................................................................................ 32 External Relations ....................................................................................................... 33 Collaboration..............................................................................................................
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