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ERIC Number: ED518247
Record Type: Non-Journal
Publication Date: 2010
Pages: 256
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-4929-5
Application of Q-Methodology and Relational Leadership to Understanding Superintendent and Board Members' Relations Using Emotional and Multiple Intelligences Theories
Johnson, Martha A.
ProQuest LLC, Ph.D. Dissertation, Walden University
Media reports and scholarly literature identify conflicts between superintendents and school board members as a crisis in local school governance. Reformers advocate for more training of superintendents and board members, but little research has been conducted on how the diversity in board makeup may contribute to this crisis. The purpose of this mixed methodology study was to examine superintendent - school board relations focusing on the subjective perspectives board members have concerning superintendents' behaviors and the role those perspectives may play in school district governance. Three human dynamics theories guided the research: (a) relational leadership theory, used to connect both parties in leader-follower relationships; (b) emotional intelligence theory, used to assess aspects of superintendents' actions; and (c) multiple intelligences theory, used to identify the social behavior perspectives of board members. Data were collected using an interview and a set of 56 statements identifying superintendent behaviors. Q methodology was used to evaluate the self-referent social perspectives from N =30 board members and N =11 superintendents. Using data factor analysis, a consensus factor emerged for all participants composed of three behavior perspectives: (a) leadership style, (b) community involvement, and (c) fiscal responsibility. Two other distinct factors emerged that define perspectives for superintendents' roles and responsibilities. The results offer superintendents and board members ideas for affecting positive social change by using collaboration for conflict handling, defining strategic priorities, and supporting leadership practices that facilitate teamwork in the implementation of educational policies in the schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A