Conducting the Symphony: How a School District Superintendent Uses Complexity Theory for Creative Leadership
dc.contributor.advisor | Waite, Duncan | |
dc.contributor.author | Ruiz-Mills, Monica | |
dc.contributor.committeeMember | Aidman, Barry | |
dc.contributor.committeeMember | Field-Waite, Susan | |
dc.contributor.committeeMember | Uhrmacher, Bruce | |
dc.date.accessioned | 2019-04-29T15:30:25Z | |
dc.date.available | 2019-04-29T15:30:25Z | |
dc.date.issued | 2019-05 | |
dc.description.abstract | The analogy of an orchestral conductor is applicable to the ways in which a school district superintendent orchestrates ways to move away from long-standing practices within the educational system. Like a conductor, the superintendent works with an audience of multiple stakeholders while navigating multiple elements that affect teaching and learning. In this qualitative research study, using educational criticism and connoisseurship, I explored how a Texas school district superintendent employed creative leadership in his management of school systems while striving for change and growth. I modified an ecology framework using the areas of instructional support, school structures, administration, and the internal and external school community. I used interviews, observations, and existing artifacts as sources for data collection to make meaning of the superintendent’s actions and decision-making process. Results showed the superintendent used creativity in his everyday approaches to situations and his actions contributed to the development of a complex and adaptive school system. The research served as an inquiry of the school district superintendent as a catalyst for change within a complex adaptive school system. Results support that creative leadership can be a social interaction that is demonstrated daily by the interactions and decisions of the school district superintendent. Future research considerations include exploring a superintendent’s creative problem-solving efforts in daily decision-making and the influence on knowledge structures in real-world scenarios, and creative change leadership within the constructs of other leadership theories and fields. | |
dc.description.department | Counseling, Leadership, Adult Education, and School Psychology | |
dc.format | Text | |
dc.format.extent | 196 pages | |
dc.format.medium | 1 file (.pdf) | |
dc.identifier.citation | Ruiz-Mills, M. (2019). Conducting the symphony: How a school district superintendent uses complexity theory for creative leadership (Unpublished dissertation). Texas State University, San Marcos, Texas. | |
dc.identifier.uri | https://hdl.handle.net/10877/7985 | |
dc.language.iso | en | |
dc.subject | creativity | |
dc.subject | creative leadership | |
dc.subject | creativity | |
dc.subject | complexity | |
dc.subject | leadership | |
dc.subject | school district superintendent | |
dc.title | Conducting the Symphony: How a School District Superintendent Uses Complexity Theory for Creative Leadership | |
dc.type | Dissertation | |
thesis.degree.department | Counseling, Leadership, Adult Education, & School Psychology | |
thesis.degree.discipline | School Improvement | |
thesis.degree.grantor | Texas State University | |
thesis.degree.level | Doctoral | |
thesis.degree.name | Doctor of Philosophy |
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