Leadership journeys: a narrative research study exploring ...

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LEADERSHIP JOURNEYS: A NARRATIVE RESEARCH STUDY EXPLORING WOMEN SCHOOL SUPERINTENDENT'S MEANING-MAKING OF LEADERSHIP DEVELOPMENT

EXPERIENCES

A Doctoral Dissertation Presented by

Malisa Komolthiti

to The Graduate School of Education

In Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the field of Education

College of Professional Studies Northeastern University Boston, Massachusetts June 2016

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Abstract Literature on women's leadership reveals women are underrepresented in top leadership roles in public education in the U.S. (Skarla, 1999) and superintendency is the most maledominated executive position of any profession in the United States. The object of this study was to explore the leadership journeys of five women school superintendents from small-midsize school districts in the remote geographic region of U.S (Alaska). This type of school leader may differ from mainland US state Superintendents because of Alaska's "frontier" and "independent" nature. The study used Super's career development theory and Mezirow's (1978) transformative learning theory as frameworks to uncover meaning-making of leadership development experiences, which are associated with leadership across the lifespan of the five women superintendents. This study employed a qualitative narrative research design. Narrative content was analyzed, using a combination of deductive and inductive approaches. Seven conclusions emerged from this study. First, experiences and activities that are associated with leadership and that occur in non-formal settings were important for leadership development of these women school superintendents. Second, experiences that gave women school superintendents' opportunities to show leadership and the recognition of their leadership by others helped build their self-concept of being a leader. Third, meaning making is a part of leadership learning of women school superintendents, which can occur in non-formal settings and can begin in early childhood. Fourth, family influenced the development of leadership qualities of women school superintendents, starting from the growth stage. Fifth, the self-concept of being an educational leader, who can make a positive impact or can perform leadership tasks, drove women school superintendents to take educational leadership positions. Sixth, women school superintendents have a supportive network because of the credibility they built over time.

3 Seventh, women school superintendents have positive attitudes toward being female superintendents.

Keywords: female superintendents, leadership development, critical reflection, career development theory, adult learning, transformative learning theory, women leadership

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DEDICATION This doctoral thesis is dedicated to my family. To my grandparents, who supported me emotionally and financially through my primary education and taught me the importance of education and personal integrity. To my family for being supportive and sacrificing time with me so I could achieve my dream.

ACKNOWLEDGEMENT I wish to thank all of those who helped me complete my Doctoral degree in Organizational Leadership. First, I would like to express my deepest appreciation to my dear friend and mentor, Dr. Scribner Messenger, whose encouragement and help with my English have been invaluable throughout my graduate program. Additionally, I would like to thank my advisor, Dr. Margaret Gorman, and other doctoral thesis committee members, who guided me through this endeavor. I would also like to thank all of the participants in this study, who took time from their busy schedules to share their experiences that may help and encourage other women to become leaders.

5 TABLE OF CONTENTS

DEDICATION ................................................................................................................................ 4 ACKNOWLEDGEMENT .............................................................................................................. 4 TABLE OF CONTENTS................................................................................................................ 5 LIST OF FIGURES ...................................................................................................................... 11 LIST OF TABLES ........................................................................................................................ 12 CHAPTER ONE: INTRODUCTION........................................................................................... 13

Statement of the Problem.................................................................................................. 13 Significance of the Problem.............................................................................................. 17 Research Questions ........................................................................................................... 19 Positionality Statement ..................................................................................................... 19 Conceptual Framework ..................................................................................................... 22 Transformative Learning Theory...................................................................................... 23 Career Development Theory............................................................................................. 25 Overview of Research Plan............................................................................................... 29 Research Site..................................................................................................................... 30 Research Design................................................................................................................ 30 Limitations ........................................................................................................................ 31 Summary ........................................................................................................................... 32

6 CHAPTER 2: LITERATURE REVIEW ...................................................................................... 34

Leadership Theory ............................................................................................................ 34 Trait Approach .................................................................................................................. 36 Style Approach.................................................................................................................. 37 Contingency Approach ..................................................................................................... 38 Transformational Leadership ............................................................................................ 39 Distributed Leadership...................................................................................................... 40 Leadership Development .................................................................................................. 41 A History of Leadership Development ............................................................................. 42 Current Literature of Leadership Development ................................................................ 43 Adult Learning Theory and Leadership Development ..................................................... 45 Behaviorism ...................................................................................................................... 45 Cognitivism....................................................................................................................... 46 Social Learning Theory..................................................................................................... 46 Constructivism .................................................................................................................. 47 Mezirow's (1978) Transformative Learning Theory ........................................................ 48 Career Development Theories .......................................................................................... 50 Parson's Trait-Factor Theory............................................................................................ 51 Holland's Career Typology Theory .................................................................................. 52 Super's (1957) Life-Span/Life Space Theory................................................................... 53

7 Krumboltz's (1976) Social Learning Theory of Career Choice ....................................... 54 Constructivist Theory........................................................................................................ 56 Women's Leadership in Public Education........................................................................ 57 Historical review ............................................................................................................... 57 Female Superintendents .................................................................................................... 59 Barriers.............................................................................................................................. 61 Summary ........................................................................................................................... 63 CHAPTER 3: A QUALITATIVE INQUIRY............................................................................... 66 Research Methodology ..................................................................................................... 66 Qualitative Research Design............................................................................................. 67 Narrative Research Tradition ............................................................................................ 67 Researcher's Role ............................................................................................................. 69 Sample Design .................................................................................................................. 70 Participants........................................................................................................................ 71 Sample Size....................................................................................................................... 72 Data Collection ................................................................................................................. 72 Recruitment and Access.................................................................................................... 73 Pilot ................................................................................................................................... 73 Individual Interview.......................................................................................................... 74 Researcher's Notes and Reflexive Journal ....................................................................... 78

8 Data Analysis .................................................................................................................... 80 Data Storage, Protection, and Retention ........................................................................... 82 Trustworthiness................................................................................................................. 83 Credibility ......................................................................................................................... 85 Transferability................................................................................................................... 88 Dependability.................................................................................................................... 89 Confirmability................................................................................................................... 90 Human Participants and Ethical Precautions .................................................................... 91 Chapter 3 Summary .......................................................................................................... 91 CHAPTER 4: RESEARCH FINDINGS....................................................................................... 94 Participant Profiles............................................................................................................ 94 Individual Profiles............................................................................................................. 96 Lisa.................................................................................................................................... 96 Midge ................................................................................................................................ 96 Ann.................................................................................................................................... 97 Candy ................................................................................................................................ 97 Marie ................................................................................................................................. 98 Key Themes ...................................................................................................................... 99 Theme 1: Career Development ....................................................................................... 101 Theme 2: Self-concept .................................................................................................... 110

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