Abstract
Purpose. The purpose of this study was to explore and describe superintendents' perception of time and identity affirmation as they relate to achieving mutual enrichment of work and nonwork life domains. In addition, a secondary purpose of this study was to explore and describe identity discrepancy and time as factors that contribute to compensation conflict, spillover conflict and/or mutual depletion. The final purpose of this study was to identify strategies superintendents use to maintain an internal locus of control. Methodology. The research design used in this study was qualitative case studies. Five superintendents were selected as case study participants. Data were collected through sequential one-on-one interviews, written reflective questions, and personal metaphors created by the participants. Findings. Examination of qualitative data resulted in the following findings: perception of time as either whole or compartmentalized influences the degree of mutual enrichment; increased conflict results from a quantitative perception of time; identity discrepancy occurs when the superintendent's role is incongruent with his/her core values; work is the primary life domain chosen for identity affirmation; spillover and compensation conflict occur when the use of time in one domain is at the expense of the other domain; spillover and compensation conflict are a function of time and experience on the job; when work is chosen as the primary domain for identity affirmation, control of time is determined by external factors that diminish an internal locus of control; relationship building in work and nonwork life domains is key to mutual enrichment; and, superintendents are steadfast in their role despite ongoing experiences of adversity and challenge. Conclusions. The concepts from this study of identity, perception, experience, and time are related to a new paradigm that is reflective of a qualitative perception and experience with time and one's identity. When a superintendent embraces and perceives time in the new paradigm, internal identity, external roles, and experiences from work and nonwork exist together concurrently and provide mutual enrichment. Recommendations. Further research is advised to consider variables of age, generations, gender, district configurations, and formal institutional training and support provided to new superintendents relative to identity, time and perceptions.