Abstract
Purpose. The purpose of this study was to describe leadership behaviors and strategies used by superintendents within a learning organization. This study described the behaviors and strategies these superintendents use to create environments promoting systems perspective, mindfulness, learning focus, and shared vision. Methodology. The research design used in this study was descriptive case study. Five superintendents were selected through a statewide nomination process involving twelve expert panel members. The selected superintendents and stakeholders were interviewed using an interview guide that incorporated key concepts from the literature on learning organization leadership. Data were displayed in table and narrative format. Findings. Superintendents as learning organization leaders help people see the organization's big picture and their role in it. They are accessible and visible to stakeholders, listen carefully to understand the nature of problems, practice a collaborative and continuous assessment cycle, and involve diverse groups in problem solving. These superintendents are mindful in their work, demonstrate open sharing and risk taking, participate as a group member, and use speculative thinking efforts. They support individual and collective learning, which includes securing internal and external learning opportunities, prioritizing staff development, modeling involvement, and providing instructional leadership activities. The superintendents promote shared vision through supporting employees and others in ongoing vision communications, publicly sharing progress, and designing goals collectively. Implications. Superintendents as learning organization leaders should grow leadership through commitment. Superintendents should participate in professional development in which state institutions or associations incorporate research findings and action implications from this study. School district leaders should make ongoing professional development available to multiple employee groups. Superintendents should infuse diversity in planning and policy groups, hiring practices, and site-based management efforts. Dialogue skills should be developed for use in job alike and mixed stakeholder settings to build collective capacity for thoughtful conversation to avoid the quick fix. The superintendent should sustain a cycle of continuous improvement through collaborative and inclusive accountability practices. Coaching skills should be developed by superintendents to build learning communities of commitment and create conditions for breakthrough thinking.