Leadership Beliefs and Practices Used by Five Black Female Superintendents to Promote Student Performance Outcomes: An Interpretive Qualitative Study

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2024

Abstract

While most teachers in America are women, women are underrepresented in administrative leadership roles, such as the superintendency. This underrepresentation is even worse for women of color. Given the importance of on-the-job mentorship for new and aspiring superintendence, the lack of female superintendents of color means those who do reach the superintendency do not have mentors available with the same or similar backgrounds to guide them to success. Thus, the primary aim of this interpretive qualitative research study was to understand the lived experiences of Black female superintendents as change agents who lead Texas school districts with majority populations of historically marginalized student groups. The dual purposes of this interpretive qualitative research study was to explore the (a) leadership beliefs and (b) leadership practices that successful Black female superintendents’ use to promote student performance outcomes. Using semi-structured interviews, 5 Black female superintendents serving in Texas shared how they make sense of their experiences using their beliefs and leadership practices to promote student performance outcomes. In exploring the leadership beliefs and practices used by five Black females to promote student performance outcomes, the following themes emerged from the study: (a) Together we achieve: Relationships driving collective success; (b) Excellence amplified: Giving voice to learning and performance; (c) Perseverance as a path to engagement; (d) Leading under pressure: The unseen weight of excellence.

Advisor

Danna Beaty-Boudreaux

Subject Categories

Education

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