Abstract
Purpose. The purpose of this study was to identify the elements of innovation most essential to leadership as perceived by superintendents. In addition, it was the purpose of this study to identify and describe strategies supporting the key elements as perceived by superintendents and also to identify any differences in perceptions between the California superintendents in general and superintendents identified as innovative. Lastly, the purpose of the study was to identify barriers to the leadership of innovation as perceived by California superintendents. Methodology. The subjects of the mixed-methods study were a target population of 20 California school district superintendents and five wild-card (expert) superintendents. Subjects responded to an electronic survey where they rated their perception of the essentialness and their use of key elements and strategies of innovation. Face-to-face interviews were then conducted with five superintendents and the wild-card (experts). These interviews further clarified the perceptions of superintendents regarding the key elements and strategies identified in the literature. Findings. Data from this study indicates building relationships to be the most essential element of the leadership of innovation with particular emphasis on internal relationships. Shared vision was the second highest ranked element with the category of communicated being the most significant aspect of vision—superintendents did not rate highly future orientation. When applying kaleidoscope thinking, the ability to look at things from different angles was essential. When building relationships, superintendents are significantly more likely to share the credit (reward, recognize, celebrate) than they are to create and work within teams. Barriers to innovation were often identified as; money or resources, unions/collective bargaining, regulations, education code, politics, accountability measures, and other. Conclusions. The study data supported the conclusion that California superintendents are flot fully informed of the breadth and depth of issues and the critical need to apply both incremental and disruptive innovation to transform the system. It was concluded that superintendents must lead the innovation of the system and that building relationships will be foundational—shared vision and a focus on results will be important—but kaleidoscope thinking will be the precursor to innovation in the superintendency. Recommendations. Emphasize the building relationships component of administrative training. Require professional development on future thought, future trends, and the globalized economy with emphasis on how education must transform to meet these challenges. Optimal utilization of today's social networking framework capacity to link superintendents in online communities to share best practice, mentor and innovate collaboratively. Update current entry level credential program curriculum to include a standard and practice related to innovation elements and strategies. Require superintendents to intern in innovation organizations such as PARC. Create the space for kaleidoscope thinking strategies by providing for standard contract language as well as retired administrators as needed to provide time for release.