| The primary assumption of this study was that values must be considered as part of any effective decision-making or problem-solving activity for educational administrators. Consequently, the aim of the study was to understand better the nature of superintendent values and how these values influenced their problem-solving and decision-making. An interpretive approach, following the assumptions of naturalistic, phenomenological inquiry, was used as the methodology for the study.;Eight practicing superintendents of schools served as the participants for the study and each participated in one in-depth tape recorded interview. Interviews were transcribed and the text from these interviews formed the basis for the interpretations made and for writing a series of narrative stories to describe superintendent actions and beliefs. Analysis of the material identified six highly related sub-themes: (1) professional beliefs and values; (2) assessing the rightness of decisions; (3) building of agreements and reconciling political interests; (4) power, authority, relationships with others, and decision-making; (5) policy development and implementation; and (6) management and leadership.;Findings showed that the superintendents in the study possessed a highly developed value of integrity--a sense of wholeness--which strongly influenced their practice. Imbedded in this sense of integrity were the values of trust, honesty, openness, concern for others, a sense of mission and vision to serve students to the best that they possibly could, a strong religious orientation, a belief that intellect and rationality could not always suffice in making decisions and solving problems, and a dialectic over process and substance.;While the superintendents sought and actively encouraged the involvement of others in making decisions and in solving problems, they were not prepared to abrogate fundamental beliefs if consensus could not be reached. Superintendents were prepared to make the final decision, particularly if a consensually developed decision was in violation of the best interests of students, represented self-interest of the groups involved, or threatened the financial viability of the school system. They also expressed the importance of a mission for the school system and their own concomitant vision as to where the system should be in relation to its present achievements. While they had a strong sense of direction and attempted to do the right things in accordance with their value base, they frequently second-guessed their actions.;In the area of policy, superintendents chose to be facilitative and supportive; they encouraged the exercise of discretion by others as the basis for decentralized decision-making as opposed to simple rule-following. All expressed reservations over their own ability to direct and control the school system through the use of power and authority and recognized the danger in "cogitating" with themselves to make unilateral decisions.;The value of relationships with others was very important and they saw these relationships not only as the basis for achieving ends, but as ends in themselves. In dealing with others, these superintendents stressed the importance of maintaining the dignity of others, particularly if their decisions had a significant negative effect on the individual. |
