| The purpose of this study was to determine the extent to which there are common qualities of school superintendents who are believed to be "leaders with heart" and to gather life experiences and stories they identify as contributing to their professional success. To do something "with heart" is defined as "a means to inspire with confidence, to embolden, to encourage, and to animate" (Intrator, 2002, p. xxxiii). To "lead with heart" means to be a genuine human presence in the lives of educators (Intrator, 2002).; The sample for this study consisted of eight public school superintendents nominated by school administrators in 62 school districts in western Washington. Each of the selected superintendents was interviewed by the researcher and completed the Self and Observer Leadership Practices Inventory (Kouzes & Posner, 1997). They were asked about their educational and professional experience, their leadership practices, and what life experiences may have influenced their decisions to seek the role of school superintendent.; Data were gathered through nominations and interviews and analyzed qualitatively using NUD*IST Version 6 software (2002). The data were used to determine if there were themes and patterns evident in the qualities and life stories from nomination data and interviews with superintendents. The primary findings about leadership qualities that emerged from nominations and superintendent interviews were encouraging the heart, developing relationships, focusing on students, communicating with others, developing a clear vision, being visible and involved, and empowering others. The most common themes from superintendents' life experiences and stories were being mentored, having support from family, and being sought after for the superintendency.; The findings suggest that the leadership practice of encouraging the heart is perceived to be a desirable and effective way for school superintendents to lead. Educators, students, parents, and the community at large may benefit when superintendents demonstrate the desire and ability to build meaningful and collaborative relationships. Superintendents who demonstrate a strong ethic of care for their constituents and have a "bedrock" belief that their work will make a positive difference may be better equipped to connect the "head" and "heart" in educational leadership, which may produce better educational organizations (Sergiovanni, 1992). |
