Leadership practices of the assistant superintendent for curriculum and instruction: Their roles, responsibilities, and effectiveness
Abstract
Scant attention has been devoted to the study of public school assistant superintendents, particularly to those charged with the responsibilities of overseeing district-wide practices in regard to curriculum and instruction. This study provided an analysis of the career aspirations, career satisfaction, career efficacy, and career longevity, as well as the roles, responsibilities, and leadership practices, of Assistant Superintendents for Curriculum and Instruction who are employed in public schools throughout New York State. Respondents included all known Assistant Superintendents for Curriculum and Instruction employed in public school districts throughout New York State, except for schools from Buffalo, New York City, Rochester, Syracuse, and Yonkers. Through a researcher-developed survey, the (Practices and Aspirations of Assistant Superintendents Survey), the researcher collected data on professional, demographic, and school district profiles; respondents' sense of efficacy, career satisfaction, career aspirations, and career longevity; and their role involvement within their school districts. The data were analyzed in terms of the relationships among the variables. Specifically, multivariate correlation analysis was performed to determine any statistically significant relationships, and regression analyses were performed to help determine which intervening variables, in combination with each other, are predictors of career satisfaction, career effectiveness, and career aspirations. The findings from this study provided information on how the leadership practices and attributes of assistant superintendents influenced their careers and student achievement in mathematics. None of the leadership practices, however, was a significant factor in student achievement in mathematics. Rather, students' socioeconomic status was statistically significantly related to higher levels of achievement in mathematics. Respondents demonstrated high levels of satisfaction, longevity, and aspirations, with females' reporting greater career longevity. Respondents aged 50 years and older reported significantly greater levels of career effectiveness and career longevity as compared to younger respondents. Respondents aged 30 to 49 years old reported significantly higher levels of career aspirations than did older respondents. Respondents' level of education was not significantly related to an increase in student achievement in mathematics. Respondents without doctorates, however, reported significantly higher levels of alignment of school board goals with student achievement as compared to respondents with doctorates.
Subject Area
Educational leadership|Educational administration
Recommended Citation
DiMuzio, Claudine Ann, "Leadership practices of the assistant superintendent for curriculum and instruction: Their roles, responsibilities, and effectiveness" (2013). ETD Collection for Fordham University. AAI3557843.
https://research.library.fordham.edu/dissertations/AAI3557843
