The role of feedback within the superintendent evaluation process

Permanent URL: http://hdl.handle.net/2047/D20237069
Title:
The role of feedback within the superintendent evaluation process
Creator:
Corbett, Patricia (Author)
Contributor:
Conn, Kelly (Advisor)
Unger, Christopher (Committee member)
Delahanty, Michael (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2016
Date Accepted:
December 2016
Date Awarded:
December 2016
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
As the leader of an educational organization, the superintendent plays a critical role in the system's success. The task of evaluating the top leader in a school district falls to the school board-a body of individuals with little to no background in education. The superintendent evaluation should provide feedback to facilitate the development of instructional leadership and promote student achievement. The purpose of this interpretative phenomenological analysis study framed in cultural-historical activity theory was to explore the experiences of eight New Hampshire school superintendents with their evaluation process as it relates to feedback that promotes instructional leadership. Participants represented a variety of educational experiences and had worked in at least two school districts. The central research question was: What are the experiences of New Hampshire school superintendents with their evaluation process and how do they make sense of these experiences as it relates to feedback that promotes instructional leadership and increases student achievement? The analysis of the data revealed four super-ordinate themes: (a) the superintendent as instructional leader, (b) the superintendent evaluation process, (c) feedback for instructional leadership, and (d) influences on the evaluation process and the growth of instructional leadership. These four themes resulted in the following findings. Reflection and internal motivation promote the growth of instructional leadership. It was found through the current research that evaluation is one event and should be a mutually agreed upon process that benefits the superintendent and the organization in order to facilitate the achievement of goals. Hence, feedback should be ongoing and enhance the important relationship between the superintendent and school board. Implications for practice and future research are discussed.
Subjects and keywords:
instructional leadership
superintendent evaluation
DOI:
https://doi.org/10.17760/D20237069
Permanent Link:
http://hdl.handle.net/2047/D20237069
Use and reproduction:
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