NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED548007
Record Type: Non-Journal
Publication Date: 2012
Pages: 137
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-8282-2
ISSN: N/A
Washington Superintendents' Perceptions of the Knowing-Doing Gap and Implications for Organizational Effectiveness
Borgerding, Greg
ProQuest LLC, Ed.D. Dissertation, Seattle University
This study examines the perceived barriers which prevent school superintendents in the state of Washington from closing the gap between knowing core leadership practices that increase student academic performance and the superintendent's ability to act on this knowledge by implementing them. The theoretical frames established were organizational effectiveness and the factors which impede and promote change, leadership effectiveness, and systems thinking. The analysis of the knowing-doing gap is described by a quantitative analysis through surveys of current superintendents in the state of Washington (N = 296). Data collection occurred between May and July of 2011. A response rate of 55% (n = 162) completed the electronic survey. Paired t tests were conducted to compare means between knowing responses and doing responses. The study sought answers to the following research questions: what core leadership practices of superintendents are significant and performed well and what core leadership practices of superintendents are significant and not performed well, what are the perceived barriers which prevent superintendents from acting on knowledge of core leadership practices, and how can the barriers which prevent superintendents from acting on knowledge of core leadership practices be overcome? Data analysis revealed strong agreement that a lack of accountability and understanding of systemic structure to support student learning appeared to be a major perceived cause of the gap. Superintendents reported a lack of a systems focus, diminishing resources, the interference of union philosophies as major barriers to organizational effectiveness. Superintendents repeatedly commented on the need to analyze and diagnose the districts' use of systemic process. The use of collaboration, data analysis of student learning, identification of issues, process-oriented decision making and holistic accountability were mentioned as factors for overcoming the barriers to organizational effectiveness. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington