Conflict Management Practices and Superintendent Tenure in Ohio’s K-12 Educational System
Date of Award
Spring 2024
Document Type
Dissertation
Degree Name
Doctor of Education in Organizational Leadership (EdD)
Committee Chair
Valerie Storey
Committee Member
Bora Pajo
Committee Member
Eliot Jackson
Abstract
Among the top reasons public school superintendents leave their positions is the poor relationships and conflicts with board members, and union representatives (Grissom & Mitani, 2016). The national average of superintendent tenure is less than four years resulting in K-12 leadership instability, at all levels of the school and district office (Chingos et al., 2014; Grissom & Andersen, 2012; Grissom & Mitani, 2016; Yee & Cuban, 1996). This qualitative, grounded theory research study explores conflict management practices in the relationship using three constructs: communication, shared decision making and trust. Research studies have been conducted that address the characteristics of effective superintendents and school boards; however, the need to study how superintendents and boards establish relationships has never been greater. The significance of conducting this research study exploring conflict management practices with a specific focus on communication, shared decision making, and trust may serve as a foundation for school districts seeking to improve school governance and extend superintendent tenure. The findings may assist others in gaining a deeper understanding of the power dynamics that operate within these relationships and how the power can be leveraged to achieve positive outcomes for students.
Recommended Citation
Jordan Isaac, Ella, "Conflict Management Practices and Superintendent Tenure in Ohio’s K-12 Educational System" (2024). All Doctoral Student Dissertations. 155.
https://fuse.franklin.edu/docpub/155