STAYING POWER: A MULTIPLE CASE STUDY OF SPIRITUALITY … · Resilience also results from adaptability, the ability to learn to change, to operate in the midst of uncertainty, and

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STAYING POWER: A MULTIPLE CASE STUDY OF SPIRITUALITY AS A FACTOR OF RESILIENCY IN FEMALE PUBLIC SCHOOL SUPERINTENDENTS

IN THE SOUTHEASTERN REGION OF THE UNITED STATES

by

KIMBERLY TINKER WILLIAMS

LINDA SEARBY, CHAIR LOUCRECIA COLLINS

KAY EMFINGER ROXANNE MITCHELL

GARY PETERS

A DISSERTATION

Submitted to the graduate faculty of The University of Alabama at Birmingham, in partial fulfillment of the requirements for the degree of

Doctor of Philosophy

BIRMINGHAM, ALABAMA

2012

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Copyright by Kimberly Tinker Williams

2012

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STAYING POWER: A MULTIPLE CASE STUDY OF SPIRITUALITY AS A FACTOR OF RESILIENCY IN FEMALE PUBLIC SCHOOL SUPERINTENDENTS

IN SOUTHEASTERN REGION OF THE UNITED STATES

KIMBERLY TINKER WILLIAMS

EDUCATIONAL LEADERSHIP

ABSTRACT

This qualitative multiple case study explored female superintendents’ experiences

with spirituality as a factor of resiliency. A wide gap exists between the number of

females and the number of males leading public school systems in America, and a high

turnover rate exists for those leaders filling the superintendency. In an effort to increase

the number of female superintendents and to equip them with the resources needed to

have sustained leadership, focus needs to be placed on factors contributing to resiliency

in leadership. Research has revealed spirituality as one factor impacting resilience in

leadership.

This study explored three female superintendents’ perceptions of spirituality and

spiritual practices they deemed important as they fulfilled their role as superintendent.

The purpose of this multiple case study was to explore spirituality as a factor of resiliency

in female public school superintendents in the Southeastern region of the United States.

This qualitative study was supported with data collected from face-to-face, one-on-one

interviews, written journal responses provided by the participants, and the researcher’s

field notes from observations of office artifacts. Analysis of these data resulted in the

emergence of themes and subthemes from information gleaned from each superintendent.

Three common themes found among all superintendents’ perceptions of spirituality as a

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factor of resiliency were being a servant leader, seeking spiritual nourishment, and having

a personal relationship with God.

Keywords: spirituality, resiliency, public school superintendents, qualitative study, God

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DEDICATION

This dissertation is dedicated to my parents, Haskell and Sharon Tinker. Thank

you for your faith in God and for modeling what it means to be a servant of Jesus Christ.

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ACKNOWLEDGEMENTS

I am appreciative of the three female superintendents who participated in this

study. With their busy schedules and many commitments, they took time to provide me

with sincere and genuine dialogue regarding their spirituality, and I thank them for their

willingness to assist me in this endeavor.

I am also appreciative of the committee members who have helped me throughout

the process completing this dissertation: Drs. Linda Searby (Chair), Gary Peters,

Loucrecia Collins, Linda Emfinger, and Roxanne Mitchell. Thank you for your guidance

and encouragement and the time and effort you have invested in helping me throughout

my courses as well as this study.

To my friends and coworkers, I appreciate your support and encouragement. To

my parents, my sister, Pam, my brother, Greg, and my nephews, Cameron and Derek, I

am forever grateful for your prayers and your constant support and encouragement

throughout this process. You are blessings in my life. To my husband, Jim, words cannot

express my appreciation for your patience, your encouragement, and your willingness to

support me from the beginning to the end of this project. Thank you for the sacrifices you

have made on my behalf.

Finally, I am forever grateful to God my Father and Jesus Christ my Savior. All I

have and all I am ever able to do are results of God’s grace, mercy, and love. I am

privileged to be His child and to live my life serving Jesus.

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TABLE OF CONTENTS

Page

ABSTRACT ....................................................................................................................... iii DEDICATION .....................................................................................................................v ACKNOWLEDGMENTS ................................................................................................. vi LIST OF TABLES ...............................................................................................................x LIST OF FIGURES ........................................................................................................... xi CHAPTER 1 INTRODUCTION ..........................................................................................................1 Definition of Terms.......................................................................................................2 Purpose of the Study .....................................................................................................4 The Problem ..................................................................................................................4 Research Questions .......................................................................................................5 Assumptions, Delimitations, Limitations .....................................................................5 Significance of the Study ..............................................................................................6 2 LITERATURE REVIEW ..............................................................................................8 The Female Superintendency .......................................................................................8 Women and Leadership ..............................................................................................9 Personal and Career Path to the Superintendency ............................................10 Ways Women Lead ...........................................................................................11 Women’s Views of Leadership .........................................................................13 Female Challenges in Leadership .............................................................................15 Gender Bias .....................................................................................................15 Loneliness .......................................................................................................20 Balancing Family and Career ..........................................................................22 Resilience ..................................................................................................................23 A History of Resilience ...................................................................................24 Characteristics of Resilience ...........................................................................25 What Resilient Leaders Do .............................................................................26 Resiliency Skill Set .........................................................................................29 Theoretical Framework for Study ............................................................................30

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TABLE OF CONTENTS (Continued)

Page CHAPTER Resiliency Framework ....................................................................................30 The Phases of Resiliency ................................................................................32 Spirituality................................................................................................................34 Characteristics of Spirituality .........................................................................36 Spiritual Leadership ........................................................................................37 Characteristics of Spiritual Leadership ...........................................................38 Spirituality and Resilience ..............................................................................40 Spirituality and Resiliency in Educational Leadership ...................................41 3 METHODS ..................................................................................................................42 Qualitative Research Approach ...............................................................................42 Traditions (Approach) of Qualitative Inquiry ..........................................................45 Philosophical Assumptions ......................................................................................48 Sampling ..................................................................................................................57 Site/Context.....................................................................................................57 Participants ......................................................................................................58 Data Collection ........................................................................................................60 Data Analysis ...........................................................................................................61 Establishing Credibility ...........................................................................................63 Ethical Considerations .............................................................................................65 Role of the Researcher .............................................................................................66 4 FINDINGS ...................................................................................................................68 Case Study 1: Superintendent A .............................................................................68 Opening Vignette 1 .........................................................................................68 The Setting ......................................................................................................69 The Participant ................................................................................................70 Themes ............................................................................................................71 Summary .........................................................................................................84 Case Study 2: Superintendent B .............................................................................86 Opening Vignette 2 .........................................................................................86 The Setting ......................................................................................................87 The Participant ................................................................................................88 Themes ............................................................................................................89 Summary .......................................................................................................101 Case Study 3: Superintendent C ...........................................................................102 Opening Vignette 3 .......................................................................................102 The Setting ....................................................................................................103

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TABLE OF CONTENTS (Continued)

Page CHAPTER The Participant ..........................................................................................104 Themes ......................................................................................................104 Summary ...................................................................................................119 Cross Case Analysis ...............................................................................................120 Being a Servant Leader .............................................................................121 Seeking Spiritual Nourishment .................................................................124 Having a Personal Relationship with God ................................................127 Lessons Learned ........................................................................................130 Summary ...................................................................................................132 5 DISCUSSION ............................................................................................................134 Overview of the Study ...........................................................................................134 Summary of the Findings .......................................................................................136 How do the female superintendents experience resilience .......................136 How do the female superintendents experience spirituality .....................138 In what ways does spirituality play a part in the way the female leaders confront and manage personal and professional challenges .....................139 How do the female superintendents describe the relationship between their resiliency and their spirituality .........................................................141 How do the female superintendents maintain their spirituality ................142 Overall Significance...............................................................................................143 Implications for Practice ........................................................................................144 Recommendations for Future Research .................................................................146 Conclusions ............................................................................................................146 LIST OF REFERENCES .................................................................................................148 APPENDIX A RECRUITMENT LETTER ..........................................................................156 B INTERVIEW PROTOCOL ..........................................................................158 C FOLLOW-UP INTERVIEW QUESTIONS .................................................161 D INSTITUTIONAL REVIEW BOARD APPROVAL AND CONSENT FORM ........................................................................................164 E JOURNAL TOPIC........................................................................................170

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LIST OF TABLES Table Page

1 Themes and Subthemes of Spirituality as a Factor of Resiliency: Superintendent A ...................................................................................71 2 Themes and Subthemes of Spirituality as a Factor of Resiliency: Superintendent B....................................................................................89 3 Themes and Subthemes of Spirituality as a Factor of Resiliency: Superintendent C..................................................................................105 4 Themes and Subthemes of Spirituality as a Factor of

Resiliency Across Three Cases ...............................................................................121

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LIST OF FIGURES Figure Page 1 Dimensions of resilience ..............................................................................................33 2 The resilience cycle......................................................................................................34

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CHAPTER 1

INTRODUCTION

Women will be the predominant leaders of public schools throughout America;

they will outnumber male leaders (Sherman, Munoz, & Pankake, 2008). Ella Flagg

Young, the first female superintendent of Chicago schools, boldly proclaimed this mes-

sage in 1909; and although the percentage of female superintendents has indeed increased

since the early part of the twentieth century, women have not reached the levels of wide-

spread leadership predicted by Young (Garn & Brown, 2008; Kamler, 2006; Katz, 2003;

Montz & Wanat, 2008; Noel-Batiste, 2009). The public school superintendency continues

to be dominated by white males (Garn & Brown; Kamler). While females comprise al-

most 75% of all educators in the United States, they only fill approximately 21.7% of the

public school superintendent positions (Katz, 2003; Montz & Wanat; Polka, Litchka, &

Davis, 2008; Sanchez & Thorton, 2010). A spirit of resilience has been cited as being a

necessity for success in the superintendency (Polka et al.; Reed & Patterson, 2007; Sher-

man et al.), and studies pertaining to the spirituality of educational leaders have become

more prominent (Blanton, 2007; Harbron, 2007; Kammerud, 2004; Moody, 2005; Per-

kins, Wellman, & Wellman, 2010; Rezach, 2002; Sell, 2009; Smith, 2007; Stokely, 2002;

Thompson, 2005b); however, little information is available discussing how female super-

intendents’ spirituality impacts their resiliency. In an effort to increase the number of

female superintendents, spirituality as a factor of resiliency in female public school su-

perintendents needs to be explored.

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Definition of Terms

For the purpose of this study, clarification regarding the meaning of spirituality

must be provided. A plethora of definitions of spirituality exists. Most, however, share a

common foundation of moving beyond oneself to fulfilling a greater purpose in life.

Lyman, Ashby, and Tripses (2005) posited that spirituality involved the many ways indi-

viduals strive to be connected with “the largeness of life” (p. 136). Encompassing faith,

religion, mission, and values, spirituality is comprised of a three-dimensional relation-

ship: a relationship with oneself, a relationship with a higher power, and a relationship

with others (Lyman et al. 2005). The relationship with self involves the personal inward

journey individuals take when they communicate with their heart, their intuition, and

their values. The relationship with a higher power stems from turning to a dependence on

a force greater than oneself. Finally, spirituality is exhibited through relationship with

others by connecting people with each other as they work collectively towards fulfilling a

greater purpose.

This concept of seeking a greater purpose, of finding meaning in life is a common

occurrence in discussions pertaining to spirituality (Terry, 1993: Thompson, 2005a; Vaill,

1998). This search requires moving beyond a materialistic viewpoint to a deeper level of

consciousness, moving beyond oneself and being open to finding meaning and purpose

from a transcendental source (Vaill, 1998). Transcending the logical, materialistic, phys-

ical world leads to truth, compassion, and love and creates opportunities to fulfill the spir-

itual need for finding a higher purpose in life (Palmer, 1983). By extending themselves

beyond their ordinary thoughts and feelings, individuals seek the extraordinary because a

need exists to know that life is not just a series of random events, and spirituality pro-

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vides individuals with the hope and peace that come from knowing their lives have pur-

pose and meaning and are part of a greater plan (Conger & Associates, 1994).

Spirituality plays a significant role in molding personal ethics, beliefs, and values,

and therefore, acts as a motivating or driving force, influencing thoughts, decisions, and

actions (Fairholm, 1997). Distinct from the physical make-up of individuals, spirituality

involves the intangible components such as values, personality, and thoughts. It is this

inner or private self that enables individuals to understand their world and their place in

that world. Simply stated, “spirituality is the essence of who we are” (Fairholm, p. 6).

Clarification must also be provided in regard to the meaning of resiliency. Ac-

cording to Patterson, Patterson, and Collins (2002), resiliency means a consistent process

of moving forward. A relative and cyclical concept, resilience requires a commitment to

perseverance (Patterson, Groens, & Reed, 2009). This commitment is revealed through

relentless dedication aligned with core values enabling individuals to stay the course re-

gardless of the discouragement or obstacles they face. They persevere until they have

exhausted all possible solutions or resources or until they have accomplished their goals.

Resilience also results from adaptability, the ability to learn to change, to operate in the

midst of uncertainty, and to endure under pressure. In addition to involving perseverance

and adaptability, resilience is connected to showing courage in difficult situations. Elea-

nor Roosevelt described such courage: “You gain strength, courage and confidence by

every experience in which you really stop to look fear in the face. You are able to say to

yourself, 'I have lived through this horror. I can take the next thing that comes along.'

You must do the thing you think you cannot do.” Last, resilience involves a willingness

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to be held responsible and accountable for not only what is done but also how it is done.

Such responsibility and accountability are based on morals and a commitment to service.

Purpose of the Study

The purpose of this multiple case study was to explore spirituality as a factor of

resiliency in female public school superintendents in the Southeastern region of the Unit-

ed States. This qualitative study was supported with data collected from face-to-face,

one-on-one interviews, written journal responses provided by the participants, and the re-

searcher’s field notes from observations of office artifacts.

The Problem

Previous research on female superintendency revealed the reasons why females

fill the minority role in this leadership position. Gender issues (Blount, 1998; Garn &

Brown, 2008; Noel-Batiste, 2009) and family concerns (Blount; Evans, 2007; Harris,

Lowery, Hopson, & Marshall, 2004; Mulligan & de Casal, 2004; Noel-Batiste; Reed &

Patterson, 2007; Sherman et al., 2008) were personal reasons which contributed to the

disproportionate number. The professional reasons contributing to the discrepancy in-

cluded lack of significant mentoring (Kamler, 2006; Polka et al., 2008; Sherman et al.),

lack of networking opportunities and political connections (Kamler; Noel-Batiste), being

motivated by tasks rather than position (Garn & Brown), and their leadership perspective

(Blount; Bredeson & Kose, 2007; Montz & Wanat, 2008; Mulligan & de Casal; Sherman

et al.).

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Research Questions

The central research question of this study was “How do female superintendents

experience their spirituality as a factor of resiliency?” Research sub-questions included

the following:

1. How do the female superintendents experience resilience?

2. How do the female superintendents experience spirituality?

3. In what ways does spirituality play a part in the way the female leaders con-

front and manage personal and professional challenges?

4. How do the female superintendents describe the relationship between their re-

siliency and their spirituality?

5. How do the female superintendents maintain their spirituality?

Assumptions, Delimitations, Limitations

Certain assumptions were made pertaining to the research topic and participants.

The underlying assumption of this study was that the female superintendents’ experiences

with spirituality and resiliency could be explored and understood through the use of in-

terviews, journal responses, and office artifact observations. It was assumed that resili-

ency in the superintendency was exhibited by the number of years the participants had

served in this educational leadership position. It was further assumed that the superinten-

dents understood their spirituality to be a contributing factor to their resiliency.

A delimitation of this multiple case study was that the phenomenon explored was

restricted to three female superintendents in the Southeastern region of the United States

who had at least 3 years of experience in the superintendency. The superintendency was

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held by men and women throughout this region; however, this study focused only on the

females’ experiences. Another delimitation was the lack of racial diversity among the

participants. All participants were Caucasian female leaders.

Limitations existed as a result of conducting this study according to the multiple

case study design. Because the findings stemmed from the views of three participants,

the results of this study were limited to the time and context in which the study was con-

ducted and, therefore, lacked transferability. All three participants were Caucasian fe-

males residing in the Southern region of the United States, and their spirituality was

based on their Christian Protestant beliefs. Another limitation involved researcher bias.

In this multiple case study, the researcher set aside her perspectives and experiences

through bracketing in an effort to explore the issue objectively; however, absolute objec-

tivity could not be guaranteed (Moustakas, 1994).

Significance of the Study

Although research documents the reasons for the small percentage of female su-

perintendents, limited studies exist that discuss the leadership experiences of women who

do reach this position. A study of female superintendents’ experiences with spirituality

as a factor of resiliency could lead to various benefits. A qualitative study exploring the

perspectives of female superintendents would yield new knowledge pertaining to this

phenomenon. Current female superintendents, aspiring system leaders, post-secondary

faculty in schools of education, board of education members, and professional develop-

ment coordinators could benefit from learning more about such experiences. In addition,

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women’s leadership organizations could glean valuable information pertaining to females

and how their leadership is impacted by their spirituality and resilience.

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CHAPTER 2

LITERATURE REVIEW

The research question to be answered in this study was “How do female superin-

tendents experience their spirituality as a factor of resiliency?” Various areas of literature

were explored in an effort to address this question. Women’s styles of leadership, their

personal and professional paths to leadership, and their particular views of leadership

were reviewed as were female challenges in leadership, particularly challenges pertaining

to gender bias, loneliness, and balancing family and career. Emphasis was also given to

literature regarding resilience, its history, and characteristics. What resilient leaders did

and their skill sets were reviewed along with a discussion of the resiliency theory,

framework, and phases. Literature pertaining to spirituality was included, specifically the

characteristics of spirituality, spiritual leadership, and the characteristics of spiritual lead-

ership. Finally, literature about spirituality and resilience were reviewed including a dis-

cussion about spirituality and resiliency in educational leadership.

The Female Superintendency

In the early 1900s, women enjoyed a growing representation in the superintend-

ency as a result of women’s suffrage (Blount, 1999). With this steady growth came a

change in the political mindset: the superintendency should become an appointed rather

than an elected position. Superintendent groups asserted that only by removing the poli-

tics associated with their office could expert educational administrators fill this leadership

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position. Doubting the public’s competence to elect such experts, supporters of the ap-

pointment proposal pushed their idea to reality. This change resulted in halting the

steady increase of females progressing to the superintendency. “Women rarely received

appointments to the superintendency because they tended to be excluded from the male

political network responsible for placing most superintendent candidates” (Blount, 1999,

p. 24). This change in female representation in the superintendency began a trend of

fluctuation that continued for the remainder of the twentieth century and into the twenty-

first century (Garn & Brown, 2008). Even though this up and down trend has led to cur-

rent female superintendent representation of almost 22%, a wide gap still exists between

the number of males and the number of females leading from this position.

Women and Leadership

Research documents differences existing between the ways males and females

lead (Björk, 2000; Bredson & Kose, 2007; de Casal, 2004; Funk, Pankake, & Schroth,

2002; Garn & Brown, 2008; Harris et al., 2007; Katz, 2009; Montz & Wanat, 2008; Polka

et al., 2008; Rusch & Marshall, 2006; Sharp et al., 2004; Sherman et al., 2008; Skrla,

2000a; Skrla, 2000b; Skrla et al., 2000). Specific differences are noted in the women’s

career paths to the superintendency (Garn & Brown; Montz & Wanat; Skrla, 2000b),

their style of leadership (Björk; Bredson & Kose; de Casal; Funk et al.; Harris et al.,

2007; Katz; Rusch & Marshall, 2006; Sharp et al., 2004; Sherman et al., 2008; Skrla,

2000a; Skrla, 2000b), and their views of leadership (Polka et al.; Skrla, 2000a; Skrla,

2000b; Skrla et al.). Female educational leaders tend to have spent more years as class-

room teachers (Garn & Brown; Montz & Wanat; Skrla, 2000b), they have a style of lead-

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ership characterized by collaboration, caring, and a commitment to community (Björk;

Bredson & Kose; de Casal; Funk et al.; Harris et al., 2007; Katz; Rusch & Marshall,

2006; Sharp et al., 2004; Sherman et al., 2008; Skrla, 2000a; Skrla, 2000b), and they view

their position of leadership as an opportunity to empower others (Polka et al.; Skrla,

2000a; Skrla, 2000b; Skrla et al.).

Personal and Career Paths to the Superintendency

Lane-Washington and Wilson-Jones (2010) reported that 90% of female superin-

tendents had had leadership experiences in other arenas of life before entering the super-

intendency. Usually at a young age, these females had church and community leadership

roles as well as leadership experience in athletics. The researchers went on to note that

female superintendents tended to be the first-born in their family and, as a result, exhibit-

ed an independent personality. These female leaders also had strong family ties with

their parents, particularly with their father, and attributed their personal success to the

fact that their parents set high expectations for them. The values lived and promoted by

their families were identified as being the very values they espoused as educational lead-

ers.

In regard to their professional path, most female educational leaders begin their

careers as elementary teachers and do not have aspirations of becoming a superintendent

(Garn & Brown, 2008 Grogan & Brunner, 2005); therefore, they usually spend more

years as classroom teachers than their male counterparts spent (Harris et al., 2007).

Sanchez and Thornton (2010) found that females’ “love of teaching overpowered their

desire for leadership positions” (p. 6). This commitment to teaching and extra time in the

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classroom contributes to the strong curriculum and instruction background common

among female superintendents (Björk, 2000; de Casal, 2004; Grogan & Brunner; Katz,

2009; Rusch & Marshall, 2006). Their elementary background especially provides them

with sound instructional knowledge of literacy and numeric skills, both foundational

components of learning (Grogan & Brunner). This curriculum and instruction back-

ground, the females superintendents maintained, influences their ascent to the superin-

tendency (Grogan & Brunner). “Many women superintendents believe the most im-

portant reason they were hired was their ability to be instructional leaders” (Grogan &

Brunner, p. 2).

Ways Women Lead

Complementary to their strong curriculum and instructional background, women

superintendents also noted the benefits of their emphasis on collaboration, care, a com-

mitment to community, and other similar traits usually associated with the female gender

(Björk, 2000; de Casal, 2004; Funk et al., 2002; Harris et al., 2007; Katz, 2009; Rusch &

Marshall, 2006; Sanchez & Thornton, 2010; Sharp et al., 2004; Sherman et al., 2008;

Skrla, 2000b). de Casal outlined specifics associated with the female style of leadership:

The communal leadership style (also called the democratic or transformational style) is usually associated with women. Communal attributes include qualities that demonstrate a concern for the welfare of other people, such as affection, help-fulness, kindness, sympathy, interpersonal sensitivity, nurturing, and gentle char-acteristics. These leaders focus on relationships; need to be connected in the workplace, to friends, family and their community; explain rules and procedures to assure people understand them; are democratic and participative, less con-cerned with power and control; gain the trust and confidence of followers; devel-op goals and plan future actions to achieve them; are innovative and creative thinkers; value group outcomes, personal satisfaction, cohesiveness, and devel-opment for the unit; and are fair and motivate respect and pride in their followers. (p. 26)

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Sometimes perceived as being signs of weakness or fragility, characteristics such as the

aforementioned ones, actually proved to be signs of leadership strength for the female

leaders (Skrla, 2000b). Superintendents have become more accountable for the instruc-

tional performance of their teachers and students, so instructional leadership rather than

managerial leadership has become a greater priority in school systems; therefore, the col-

laborative, caring, and community focused qualities that females tend to exhibit have be-

come more valued in school systems (de Casal; Funk et al., Sanchez & Thornton, 2010).

This interdependent rather than the contrasting autonomous style of leadership correlates

with the professional learning communities mindset that has a presence in education to-

day (Sanchez & Thornton; Shields, 2005).

Even though female superintendents have leadership traits that tend to be gender

specific, research of these educational leaders reveal the ability to successfully employ

their female traits along with traits more commonly associated with the male gender

(Garn & Brown, 2008; Reed & Patterson, 2007; Skrla et al.). Depending upon the com-

ponents of the situations they face, female leaders use multidimensional leadership skills

to address the complexity of the matters at hand (Garn & Brown; Reed & Patterson).

They become confident in their ability to rely on both their tough and soft leadership

skills (Skrla et al.).

They became adept at utilizing both stereotypical male and female characteristics and reactions to combat difficult situations. Simply put, they were tough or com-passionate, collaborative or dictatorial, depending on what the situation required. They learned to react in neither exclusively traditional male or female ways, but rather with the tools they needed to accomplish the task or challenge at hand. (Garn & Brown, pp. 65-66)

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Women’s Views of Leadership

Just as women have leadership characteristics that are typically unique to their

gender, they also have unique perceptions of leadership, specifically perceptions pertain-

ing to power (de Casal, 2004; Skrla 2000a; Polka et al.). In regard to discussing power

inherent in the superintendency, women may become uncomfortable or hesitant, some-

times even struggling as they attempt to define this reality (Katz, 2005; Polka et al.,

Sanchez & Thornton, 2010). These female leaders maintain that others consider them to

be more powerful than they consider themselves to be (Shields, 2005). They perceive

power as having negative connotations; therefore, instead of being seen as persons of

power, they would rather been seen as leaders (de Casal). Instead of considering them-

selves to be powerful and prestigious political figures, female superintendents see them-

selves as being leaders who have the opportunity to empower others (de Casal; Rusch &

Marshall, 2006; Sanchez & Thornton). Even though they are in a position of authority,

they do not use the power of their position with an authoritative approach (Katz, 2009).

“Rather than embracing classical male tendencies to view power as dominance and assert

an authoritarian stance, women adopted notions of power as shared and exhibited softer

approaches to leadership” (Björk, 2000, p. 11). In her study of five educational leaders,

Shields (2005) reported:

Power, they agreed is best described as “social power” as a way of working with people that honors them. It is assigned to a person by virtue of being in a specific position and by the respect others have for you. Power is, in part, the ability to “choose direction, take opinions, and act on them.” It is the ability to “shape, as much as to make, decisions,” with the ultimate goal of “ideally asking everyone to be powerful.” Power is also “being engaged with ideas,” helping to make things happen, because “if people get excited, others will follow.” (p. 80)

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This aforementioned type of power exemplifies referent power, a type of personal

power emphasizing relationships or identification with others (Katz, 2003). Being a car-

ing and compassionate person and having a desire to give and help others characterize

leaders who operate through the use of referent power. Because of their tendency to be

collaborative, women favor referent power over positional power, a form of power de-

pendent upon being authoritative and coercive. Yukl (1989) maintained that effective

leaders rely on such referent or personal power rather than positional power. Katz (2010)

conducted a study with six practicing female superintendents in which effective leader-

ship through the use of referent power was made evident. In an effort to promote social

justice in their respective school systems, these leaders “practiced an ethic of community

as they worked toward the ideals of social justice for their districts” (Katz, 2010, p. 4).

Rather than using their position of power to give mandates to their staff, they used their

position of power to strengthen their local communities by listening with respect, making

an effort to learn about and understand others, communicating effectively, and creating

opportunities for everyone’s voice to be heard. When asked about their use of power, su-

perintendents promoted the “importance of ‘making things happen through the connec-

tion with people,’ ‘getting people to believe,’ and ‘moving the system forward based on

relationships’” (Katz, 2008, p. 9). One woman discussed how her being approachable

proved to be an effective use of power. She led with open door policy thereby trying to

establish an environment in which others were comfortable in approaching her.

Another way the females use their power is through modeling (Katz, 2005). In an

effort to help others realize and develop their potential, the superintendents model behav-

iors and actions they expect from themselves and their employees. By sharing themselves

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and their expectations in this way, the leaders empower others, “giving away” their ideas

and values in an effort to build leadership capacity. One superintendent imparted,

I think that you only have power when you give it away. And I mean that by there is no job in this organization that I can do by myself. And I have lots of power when I go out and say to my colleagues, my directors, and my assistant superintendent, “What do you think we should do about this?” My power increases ten times by do-ing that because right there I’ve tapped that wealth of influence and information and we are all more powerful because of that . . . (Katz, 2005, p. 21)

Female Challenges in Leadership

Leaders encounter complications and problems; the very nature of being “in

charge” opens the door to difficulties. Because of their gender, women face a unique set

of barriers and hindrances (Garn & Brown, 2008; Noel-Batiste, 2009). Female superin-

tendents’ leadership experiences highlight some of these challenges and obstacles. Gen-

der bias, loneliness, a lack of networking or mentoring, and balancing family and career

serve as the main challenges and obstacles women face (Blount, 1998; Evans, 2007; Garn

& Brown; Harris et al., 2004; Kamler, 2006; Lane-Washington & Wilson Jones, 2010;

Mulligan & de Casal, 2004; Noel-Batiste; Polka et al., 2008; Reed & Patterson, 2007;

Sherman et al., 2008).

Gender Bias

Women are limited in advancing in educational leadership because of established

norms that perpetuate male dominance in the superintendency (Rusch & Marshall, 2006).

These norms are kept alive through unspoken standards encouraging superintendents to

act and think according to masculine characteristics and expectations (Grogan, 2000).

Research has revealed that such discrimination, stereotyping, and male dominance in ed-

16

ucation leadership present challenges for female leaders (Czubaj, 2002; Garn & Brown,

2008; Rusch & Marshall; Sanchez & Thorton, 2010; Skrla, Reyes, Scheurich, 2000;

Tallerico, 2000). These hindrances may not only prevent women from reaching the su-

perintendent’s position but may also restrict their work once they become the district

leader. The U. S. Census Bureau has identified the position of school superintendent as

being “the most male-dominated executive position of any profession in the United

States” (Björk, 2000, p. 8). Skrla (2000b) contended that female public school superin-

tendents comprise the most marginalized sector in educational leadership. Sherman et al.

(2008) speculated because of the male influence throughout the history of public school

education, the mindset still exists promoting the belief that the superintendency should be

reserved for men. Quality leadership is equated with masculinity. “An existing and per-

vasive stereotype in the field is that successful leaders must portray masculine character-

istics and corresponding styles, which are often a mismatch for females” (Sanchez &

Thorton, 2010, p. 4). Such polarizing views present obstacles for women seeking to enter

this arena of leadership. For those women who choose to pursue the superintendency,

they must be prepared for the time that it takes for them to reach that position to be longer

than the time it takes for men to become superintendents (de Casal, 2004; Harris, Bal-

lenger, & Jones, 2007; Skrla, 2000b). Women leaders have declared that regardless of

their leadership skills or experience, if they want to be perceived as being effective lead-

ers, their credentials, preparation, and knowledge must exceed that of their male counter-

parts (Harris et al., 2007). Superintendents participating in the Lane-Washington and

Wilson Jones (2010) study were reported as saying: “Know that success is different for

women than for men. Don’t compete with boy banter; speak intelligently . . . Get your

17

doctorate degree, this builds credibility. Always have a variety of experiences to draw

from” (p. 6).

Disparity in the superintendency has been attributed to gender bias stemming

from generally accepted social constructions of male and female personalities (Sharp,

Malone, Walter, & Supley, 2004; Skrla, 2000b). “In general, a number of researchers

have emphasized that leadership roles are considered to be masculine oriented with be-

haviors of authority and discipline, whereas females are considered to be more emotional

and collaborative” (Sanchez & Thornton, 2010, p. 4). Being passive, exhibiting a serv-

ant’s attitude, and trying to please others highlight characteristics commonly accepted as

representative of the female gender; however, the participants in the Skrla et al. (2000)

study, referred to themselves as being strong and confident female superintendents who

were capable of taking control of situations, descriptions contradicting the aforemen-

tioned characteristics associated with generalizations about the female gender. Exhibi-

tion of these more assertive traits resulted in backlash because the public perception was

that these women were not being true to their feminine nature; they were trying to be too

much like a man (Brunner, 2000; Skrla, 2000a; Skrla et al., 2000). Findings indicated

that the public did not want to see a woman leading in the same way a man would lead,

even if such actions resulted in doing what was right and what was best for students

(Skrla et al.). Female superintendents declared, “Nobody likes a female boss, get used to

it” (Lane-Washington & Wilson Jones, 2010, p. 6). The women felt trapped because of

the challenge of trying to find an acceptable balance between being an assertive superin-

tendent while also complying with the public’s perceptions of how a woman should act

(Skrla et al.). In Brunner’s study, the female superintendents did not want to have the

18

reputation of being a weak leader; however, they did not want to be identified as mascu-

line leaders either. In an effort to find a balance between the two extremes, they strove to

maintain their femininity, taking on a softer rather than a direct approach to leadership,

behavior they claimed was more acceptable for a woman.

Female superintendents also experienced sexism through their competence being

questioned, the board’s having stereotypical expectations, and the board members’ and

citizens’ using intimidation (Skrla et al., 2000, p. 57). In regard to their competence, the

women maintained that their abilities were challenged because they were seen as being

females first instead of being seen as the superintendent (Grogan, 2000; Skrla et al.).

When discussing the challenges created by sex-role stereotypes, the participants declared

that because of their gender, their board members assumed that they would be instinctive-

ly compliant with their requests and would be limited in their abilities to manage fiscal

and facility issues. They were capable of leading in matters pertaining to curriculum and

instruction or human relation issues; however, the board assumed that, because they were

women, they could not be business leaders who effectively managed finances, facilities,

or transportation (Brunner, 2000: Skrla et al., Tallerico, 2000). As a result, the female

superintendents had to be diligent in their efforts to overcome such preconceived notions

and establish themselves as credible leaders (Garn & Brown, 2008).

The females believed that because of their gender they faced more intense scruti-

ny and evaluation (Brunner, 2000). Consequently, they felt intrinsically pressured to be

more prepared and more knowledgeable than their male counterparts. Sexism was also

expressed through intimidation (Garn & Brown, 2008). The board and community mem-

bers used threatening language and actions toward the superintendents, spreading rumors

19

and warning them about how they were expected to act (Garn & Brown, 2008; Skrla et

al., 2000). Women leaders also dealt with intimidation through school board members’

body language (Brunner). As the district leaders talked to the board members, they re-

ported instances of eye rolling, audible sighs, shoulder sagging, and arm folding, overt

indications of the board members’ attitudes toward their female leader. They even re-

ported times when the board members would either engage in conversations while they

were addressing the group or completely ignore their presentations. The superintendents

experienced similar situations with their male colleagues. During conversations, the

males tended to dominate the discourse, interrupt the females, or discuss inappropriate

topics. In some instances, females reported being completely left out of the conversa-

tions.

Garn and Brown (2008) conducted a phenomenological study in which they ex-

plored how gender bias contributed to the lack of progress women made in reaching the

superintendency. The women in this study discussed the perception that females should

be limited to being teachers while leadership positions should be reserved for the men.

As a result, most of the women worked as teachers or elementary principals, positions not

generally noted for being precursors to the superintendency (Garn & Brown, 2008,

Tallerico, 2000). The assistant superintendency and secondary principalships, jobs con-

sidered to be more male-oriented positions leading to the superintendency, were set aside

for men. Also, the women claimed that men had an advantage over them because men

tended to hire men rather than women due to comfort in working with others like them-

selves. Since men were usually in supervisory positions, women were not as likely to be

hired (Garn & Brown, 2008; Sharp et al., 2004). Tallerico (2000) referred to the similari-

20

ty-attraction theory, the tendency for individuals to relate to others who are comparable to

themselves, as an explanation for such practices. Individuals are inclined to feel more

comfortable and have a stronger sense of chemistry with others who are similar to them-

selves. Because white males dominate educational administration, men continue to be

hired for the superintendency with greater frequency than women.

Czubaj’s 2002 study provided additional information regarding the impact the

similarity-attraction theory had on hiring tendencies and gender bias in the superintend-

ency. The purpose of this study was to demonstrate that the composition of school

boards contributed to the lack of women in the superintendency. In her study of 177

school board members from 33 Indiana school districts, only 24% of the members were

women. Almost one third of the boards had no female members, and only 15% of the

boards were led by female presidents. This example of male dominance interfered with

female progression to the superintendency. Because board members were charged with

the task of interviewing and selecting the superintendents, and males tend to hire other

males, the number of females progressing to the superintendency was limited (Czubaj;

Garn & Brown, 2008; Sharp et al., 2004).

Loneliness

The ramifications of gender bias contribute to the loneliness female superinten-

dents experience; being females in a male dominated position plays a part in females’

feeling isolated and ostracized (Lane-Washington & Wilson-Jones, 2010; Polka et al.,

2008; Skrla, 2000a). Because so few women fill the superintendency, those who do have

limited networking or mentoring resources (Kamler, 2006; Montz & Wanat, 2008; Polka,

21

et al.; Sherman et al., 2008). The women consider themselves to be outsiders who strug-

gle to establish relationships with males or females. They have trouble networking with

men because of the difficulties involved in being accepted in the “old boys” group (Kam-

ler, 2006). Some female leaders are hesitant to help each other because they are appre-

hensive about the male superintendents’ perceiving such actions as attempts to organize

all-female groups. Research has shown that mentors serve a vital purpose in the lives of

educational leaders (Sanchez & Thornton, 2010), particularly new superintendents (No-

el-Batiste, 2009); however, because of the small percentage of female superintendents,

women often have to learn to lead without this support, or they are assigned a male men-

tor (Sherman et al., 2008). In the absence of mentors who have had superintendency ex-

perience, female leaders turn to parents, teachers, principals or other educational supervi-

sors, and political figures because they realize the value of having the support system

provided through a mentoring relationship (Lane-Washington & Wilson-Jones).

Montz and Wanat (2008) discussed obstacles female superintendents faced due to

a lack of mentoring and networking. Because of their minority status in this leadership

position, the women had few professional and/or personal connections to assist them.

This absence of connections led to extreme loneliness. The women had learned to accept

this isolation as a natural condition of the job. Feeling lonely and isolated were trade-offs

for being the superintendent. Sherman et al. (2008) further investigated the significance

of mentoring and networking in the lives of female superintendents. The purpose of their

study was to explore how female superintendents and assistant superintendents experi-

enced mentoring. The findings concluded a notable absence of significant mentoring re-

lationships for these female leaders mainly because of the small number of women serv-

22

ing as superintendents. Polka et al. (2008) reported that due to a lack of mentoring and

networking, women enter the superintendency without having received formal or infor-

mal training preparing them to manage the personal, professional, and political issues su-

perintendents are certain to encounter.

Balancing Family and Career

Another leadership obstacle that female superintendents face pertains to their

struggle with trying to balance the demands of their family and their career (Blount,

1998; Evans, 2007; Harris et al., 2004; Harris et al., 2007; Montz & Wanat, 2008; Noel-

Batiste, 2009; Orr, 2006; Sharp et al., 2004). As leaders, their profession requires a full-

time commitment that pulls them in many directions, but as wives, mothers, and daugh-

ters, they also feel responsible for taking care of their families. Wanting to be equally

successful in two demanding positions causes difficulties for the women. Shields (2005)

compared this inner struggle women face trying to find a balance between work and

home to “trying to jump rope—‘double dutch’—as the ropes turn frenetically and the

woman in the centre is forced to jump ever higher and faster, but always returning to the

same place” (p. 76).

Women choose to avoid pursuing the superintendency because they do not want

their career to take priority over their family (Blount, 1998; Evans, 2007; Harris et al.,

2007; Montz & Wanat, 2008; Noel-Batiste, 2009; Orr, 2006; Sharp et al., 2004). Realiz-

ing the time commitment that is required by the superintendency, women choose to stay

in less demanding positions so that they can have more time with their families (Evans,

Harris et al.). The avoidance of the superintendency altogether stems from mobility is-

23

sues (Evans; Harris et al.; Montz & Wanat; Sharp et al.). In their study of female educa-

tional leaders, Grogan and Brunner (2005) reported, “Relocation is still considered by 88

percent as one of the major barriers for women aspiring to the position” (p. 3). Females

consider their careers to be of secondary importance when compared to the importance of

their spouses’ careers; therefore, they choose to reside in an area that is more beneficial to

their spouses’ careers. Females also want to avoid disrupting their family life as it per-

tains to their children’s education and relationships with friends (Evans; Harris et al.).

Females reported waiting until their children entered college before they entered the su-

perintendency (Lane-Washington & Wilson-Jones, 2010).

For those women who choose to lead as superintendents, they confess to experi-

encing a constant struggle in trying to fulfill their occupational and familial commitments

(Orr, 2006; Montz & Wanat, 2008; Sharp et al., 2004). They admit that the time and

work required by the superintendency impacts the family, and even though they want to

spend more time with their families, they often choose to fulfill their work obligations in-

stead (Montz & Wanat). This loss of family time makes maintaining the family a diffi-

cult task for female superintendents and results in strain for them not only as individuals

but also for their family as a whole.

Resilience

Regardless of the challenges they face or the ways they lead, female as well as

male leaders must be equipped to persevere. Adversity, vulnerability, disruption, chaos---

leaders face situations characterized by such terms and must manage not only to adapt but

also to overcome challenges inherent in these situations (Flach, 1988; Rumbaut, 2000;

24

Thomas, 2008). “Because of the inevitability of misfortune and discouragement, the abil-

ity to pull oneself out of the slough of despair seems to be an essential characteristic of

leaders” (O’Toole, 1999, p. 239). Leaders must exhibit the fortitude necessary to with-

stand stressful circumstances, events, or people and emerge from those hardships with an

even greater strength (Bennis & Thomas, 2002). Bennis and Thomas defined these diffi-

culties as crucibles, “a metaphor for the circumstances that cause an individual to be ut-

terly transformed” (p. 14). In medieval times, alchemists used containers known as cru-

cibles to transform base metals into gold (Bennis & Thomas, 2002). When used in refer-

ence to leadership, crucibles serve as situations that help leaders transform their resilien-

cy. Through trials and tests, leaders encounter new challenges that cause them to go to

greater depths to find the strength and ability to overcome the challenges confronting

them (Thomas, 2008). Having survived these crucibles, the leaders emerge transformed:

stronger, more confident, and more resilient.

A History of Resiliency

Resiliency, a concept base in psychology, initially highlighted individuals’ ability

to cope with deficits in their lives that stemmed from issues such as familial problems,

sickness, and poverty (Patterson & Kelleher, 2005). Resilience was connoted with sur-

vival, and this line of thinking continued until the 1990s. In 1992, Werner and Smith

published Overcoming the Odds: High Risk Children from Birth to Adulthood, a work

declaring that individuals can do more than just survive when they are confronted with

adversity. According to findings from this study, individuals can overcome and gain

strength that will lead to resilience. A plethora of subsequent studies supported this dec-

25

laration promoting the belief that resilience is a trait that can be developed, learned, and

taught. In addition to this research, in 1998, Martin Seligman, the President of the Amer-

ican Psychological Association, began to promote positive psychology which emphasized

strength rather than deficits. Seligman’s model stressed positive experiences, positive in-

dividual traits, and positive institutions.

Characteristics of Resiliency

This emphasis on positive psychology is exemplified through the characteristics

of resilience. “Resilience lies at the heart of human evolution” (Flach, 1988, p. xv). It

results from individuals’ having a healthy self-esteem and being disciplined and respon-

sible (Flach). Resilient people tend to have a sense of humor. They tend to be creative

and open-minded, having a wide variety of interests. Faith, hope, and optimism shape

their perception of life. Having this sense of hope contributes to resilience (Patterson,

2003). Resilient individuals derive their strength from interpersonal and internal sources

(Thomas, 2008). They have strong relationships with family and friends, people who

care about them rather than caring about the positions they hold (Patterson; Thomas).

These confidantes help provide a fresh perspective and bring clarity to the clutter often

attached to leading. Having a willingness to compromise and forgive as well as being

unselfish and generous highlight other common traits of resilient individuals.

One of the most significant characteristics connected to resiliency is adaptability

(Bennis & Thomas, 2002). “To the extent that any single quality determines success, that

quality is adaptive capacity” (Bennis & Thomas, p. 91). Being able to live well regard-

less of change or loss and apprehensions or anxieties stems from adaptive capacity.

26

Challenging situations do not paralyze adaptive people because they are intrinsically mo-

tivated to improve their situation (Flach, 1988; Thomas, 2008). Relying on their creativi-

ty, they develop unconventional solutions to the problems they encounter (Bennis &

Thomas; Flach). “Being able to think creatively and approach problems in an imagina-

tive way is an inherent part of resilience” (Bennis & Thomas, p. 161). Patterson et al.

(2002) posited that resilient leaders, when confronting adversity, are open to innovation

and risk-taking as long as such actions reflect commitment to their core values.

What Resilient Leaders Do

Resilient leaders are prepared to deal with whatever comes their way (Barnes,

2007). They learn to expect disruptions and are, therefore, not caught off-guard by the

unexpected (Patterson, 2003). In fact, because they expect surprises, they do not expend

mental and emotional energy trying to come to grips with the reality that the unexpected

has occurred. This focus allows them to maintain a productive perspective and a sense of

optimism in spite of the disruption. Leaders also benefit from anticipating worst-case

scenarios and constructing plans to intervene in case the worst does occur. Patterson de-

clared, “A combination of anticipatory outlook and contingency planning goes a long

way towards maintaining resilience” (p. 115).

Regardless of the pain or overwhelming potential of the problem, resilient leaders

approach adversity with a determination and commitment to find solutions and resolve

the situation (Bennis & Thomas, 2002). They accomplish this task by finding opportuni-

ties in the midst of adversity (Barnes, 2007; Thomas, 2008). They admit that obstacles

are present, but they choose to find the opportunities presented through the challenges

27

(Patterson, 2003). Instead of seeing problems as interminable barriers, they see them as

opportunities to learn lessons that will help them grow in knowledge and strength

(Barnes; Bennis & Thomas; Thomas). Thus, rather than being devastated by difficulties,

resilient leaders find meaning and strength through the challenges (Bennis & Thomas).

When dealing with adverse situations, resilient leaders take steps to diffuse ten-

sion (Thomas, 2008). First of all, they are aware of and acknowledge the tension associ-

ated with the challenge. Despite being cognizant of their own vulnerability in the situa-

tion, they still have confidence in their ability to be effective in the situation. The next

step they take involves reframing the tension so that it becomes defined and manageable.

Resilient leaders work to find a way to approach the tension so that productive outcomes

are possible. Finally, the tension is constructively resolved causing the initial adversity to

become a source of strength and development for the leader.

Reed and Patterson (2007) conducted a qualitative research study in which they

interviewed 15 female superintendents in New York. The purpose of this study was to

investigate how female superintendents progressed when confronted with adversity and

how they became more resilient as a result of this process. Five themes pertaining to re-

silience emerged from this study. First, these leaders were motivated by values rather

than events. They were committed to their values and believed that their words and ac-

tions should align with those values thereby enabling them to continuously model their

beliefs. Female superintendents proclaimed, “Do not sell out; do not sell your soul to the

devil to get a job. Stand up for what you believe in” (Lane-Washington & Wilson-Jones,

2010, p. 6). Second, the leaders maintained that superintendents must have the ability to

comprehensively understand the past and its influence on the present learning (Reed &

28

Patterson). They contended that learning to anticipate and plan for disruptions equipped

them to manage from a proactive rather than a reactive frame. These superintendents

discussed the importance of being able to tolerate and respect ambiguous and complex

situations. Third, they believed choosing to be optimistic was crucial. This optimism

stemmed from overcoming obstacles by focusing on opportunities, believing that good

results were possible, and believing in their ability to effect positive change. Fourth, the-

se leaders spoke of the importance of having a strong support system coming from fami-

ly, friends, colleagues, mentors, and spiritual relationships. The final theme, having

courage to respond according to personal conviction, required them to know how to give

attention to what mattered the most, to do what was right regardless of the pressure, and

to admit when they were wrong.

Patterson (2003) claimed that leaders exhibit resilience through authenticity.

They comply with their core values, regardless of their challenges, through their words

and actions, and they consistently model these values. In so doing, they enable others to

witness their passion. Resilient leaders also learn to keep the long-term perspective at the

forefront of their decisions and approached situations with a “win-win” mindset (Patter-

son, p. 111). In other words, they learn how to resolve situations so, when possible, all

stakeholders benefit in some way or another. Patterson contended that resilient leaders

lead according to their value-based convictions. When confronted with dilemmas, they

assess potential positive and negative outcomes, determine the risks or losses if failure

occurs, and respond according to their personal convictions.

29

Resiliency Skill Sets

Patterson et al. (2009) outlined three skills sets exhibited by resilient leaders: re-

silience thinking skills, resilience capacity building skills, and resilience action skills. In

regard to thinking skills, resilient leaders work to construct a thorough view of reality and

operate with realistic optimism. In other words, they acknowledge obstacles they face in

adverse situations while also choosing to have an optimistic outlook regarding the future

(Janas, 2002). Resilience capacity building skills impact the way leaders respond to ad-

versity (Patterson et al., 2009). Strong leaders are resilient when faced with adversity.

They have the capacity to withstand challenging circumstances (Barnes, 2007). This ca-

pacity is based on four sources: personal values, personal efficacy, personal well-being,

and personal support base (Patterson et al., 2009). Personal values are founded on ethical

values, educational values, and organizational core values in relation to program initia-

tives. Personal efficacy requires leaders to have the confidence and competence to

choose to do right regardless of the circumstances confronting them. By modeling per-

sonal efficacy, they encourage others to reflect the same commitment to honesty and in-

tegrity. Personal well-being, the third source for resilience capacity building skills, is es-

tablished through physical, emotional, and spiritual well-being. Patterson et al. noted that

sustaining personal well-being is one of the most difficult challenges for leaders when

faced with adversity. The final source, personal support, involves “a network of caring

and support” (Patterson et al., p. 10) comprised of relatives, friends, co-workers, and ad-

visors. The final skill set possessed by resilient leaders is resilience action skills. This

skill set enables leaders to act according to their convictions. They persevere when deal-

ing with adversity. They are adaptable, and it is this adaptability that allows them to

30

think outside the box. They exhibit courage in the midst of difficult situations, and they

accept personal responsibility when they make mistakes.

Theoretical Framework for the Study

In their work Resilient School Leaders: Strategies for Turning Adversity into

Achievement, Patterson and Kelleher (2005) outlined a model of resilience. He provided

a foundation for his model by discussing the psychological foundations of resilience and

how understandings of this concept have changed during the past two decades. The ma-

jority of Patterson’s focus in this work was dedicated to a discussion of the framework

for his model of resilience. He emphasized three major components (interpretation, resil-

ience capacity, and actions) and the four phases (deteriorating, adapting, recovering, and

growing) comprising this concept.

Resiliency Framework

Patterson and Kelleher (2005) defined resilience as “using your energy produc-

tively to emerge from adversity stronger than ever” (p. 3). He outlined a resilience

framework comprised of three components: interpretation, resilience capacity, and ac-

tions. Interpretation involves individuals’ interaction with adversity. When adversity oc-

curs, individuals interpret it by considering the precursors, the causes, the risks, and the

potential outcomes. These factors lead to the individual’s response to the stimuli. These

steps, adversity occurrence, adversity interpretation, and the resulting choice, outline the

process followed to interpret adversity, and it is this interpretation that contributes to a

person’s resiliency. This interpretation also reflects the relative optimism the individual

31

possesses. Four levels of relative optimism exist. First, unrealistic pessimists live a per-

petual state of negativity in regard to the outcomes of adversity. They contend that good

will never come from adverse situations. Realistic pessimists, though not as resolved in

regard to the hopelessness of their adversity, do not believe they can make a meaningful

difference in the outcome associated with the problem. Realistic optimists, however,

maintain that they can effect change and have a positive influence (Waitley, 1995). They

reach this belief through their efforts to gain a comprehensive picture of the reality of

their situation (Patterson & Kelleher, 2005). Unrealistic optimists, on the other hand, do

not fully explore the reality of the adversity (Reivich & Shatte, 2002). They maintain the

strongest sense of optimism even though they do not fully understand the adversity con-

fronting them.

The second component of the resiliency framework, resilience capacity, pertains

to the manner in which individuals respond to adversity (Patterson & Kelleher, 2005).

When they overcome adversity, individuals learn from and are strengthened by that expe-

rience, and as a result, their resiliency capacity grows (Barnes, 2007; Patterson & Kelle-

her, 2005). Conversely, an adverse reaction to a difficult situation can result in a reduc-

tion of resilience thereby causing individuals to be trapped in a perceived state of victimi-

zation. Resilience capacity is comprised of three parts. First, personal values which are

based on core values, primary educational values, and program values. Core values per-

tain to ethical principles. Primary educational values reflect what the school leader val-

ues most in that leadership role. Program values influence the particular programs educa-

tional leaders implement or support. The second part of resilience capacity, personal ef-

ficacy, refers to one’s belief in his/her ability to confront and overcome challenges. Per-

32

sonal efficacy is strengthened by evidence of past success and the availability of needed

resources. Personal energy, the final part, pertains to the physical, emotional, mental, and

spiritual energy needed to engage in work.

Dimensions of action function as the final component of the resilience framework

(Patterson & Kelleher, 2005). “You move from capacity to strength when you add the

resilience dimension of action” (Patterson & Kelleher, p. 10). This action is made evi-

dent through three responses. First, individuals act on their values. Second, they act ac-

cording to their convictions, and third, they act by using energy from their resiliency ca-

pacity (Figure 1).

The Phases of Resiliency

Patterson and Kelleher (2005) posited that the resilience cycle has four phases:

deteriorating, adapting, recovering, and growing (Figure 2). The deteriorating phase be-

gins after adversity occurs, and it can be replete with anger, aggression, denial, grief, and

an overall victim mentality. Leaders who cannot emerge from this phase become dys-

functional; however, very few leaders remain stuck in this deteriorating phase. Most

progress to the adapting phase where they confront the detrimental emotions they experi-

ences after the adversity hits them. They begin to move away from the victim identity.

Even though they have moved from the first phase, if they settle in this adapting phase,

they will become mere survivors. They will not excel in the face of their adversity; in-

stead, they will simply get by. Leaders who progress through the adapting phase find

themselves entering the recovering phase, a place in which the adverse situation returns

to normal. Once again, the leader does not excel but instead settles for the status quo.

33

Dimensions of Resilience

Figure 1. Dimensions of resilience. From Resilient School Leaders: Strategies for Turn-ing Adversity into Achievement by Jerry L. Patterson and Paul Kelleher, 2005, p. 4. Cop-yright 2005 by the Association for Supervision and Curriculum Development. Reprinted with Permission.

Adversity Strikes

Interpretation of Adversity Past and Current Reality Future Possibility Assumptions about reality Personal influence Causes of adversity Personal expectations Risks posed by adversity Personal focus

Resilience Capacity Personal Values Personal Efficacy Personal Energy Core values Competence and confidence Physical fuel Educational values Strong connection to others Emotion mastery Program values Mental focus Spiritual wellspring

Actions to Achieve Resilience Enact personal values Employ personal efficacy Invest personal energy

Successful Outcome

Increased Resilience Capacity for Future Adversity Strengthened personal Strengthened personal Strengthened personal values efficacy energy

34

Figure 2. The resilience cycle. From Resilient School Leaders: Strategies for Turning Adversity into Achievement by Jerry L. Patterson and Paul Kelleher, 2005, p. 12. Copy-right 2005 by the Association for Supervision and Curriculum Development. Reprinted with Permission.

However, those leaders who progress through the recovery phase do enter the growing

phase, a place in which they thrive and flourish because their resilience has been

strengthened as they have transitioned through each of the three previous phases. As a

result of their growth, these leaders have learned from their adversity and have learned

how to effectively manage adverse situations.

Spirituality

One source on which leaders rely to help them be effective in such adverse situa-

tions is their spirituality (Harris et al., 2007; Perkins et al., 2009; Stokely, 2002; Thomp-

35

son, 2005a). “The spiritual domain provides a foundation for all we say and do. It pro-

vides a basis from which we determine our mission and goals in life. It sustains us. It

guides us” (Harris, 2008, p. 1). Spirituality is the core or essence of who individuals are

and what they do (Fairholm, 1997; Harris et al.), the worldview guiding their beliefs and

actions on a daily basis (Perkins et al., 2009). It is the nonphysical, inner self “unbound

by time and place that transcends our five senses but is every bit as real as the physical

realm” (Harris et al., p. 3), and it helps individuals understand the world and their place in

it, bringing meaning to their life (Fairholm; Harris et al.; Stokely). Serving as the founda-

tion for morals and values, spirituality brings purpose to life, motivating and inspiring in-

dividuals to work towards fulfilling their purpose and connecting to what really matters

to them (Fairholm; Harris et al.; Thom, Ma, & Ho, 2005). It enables individuals to real-

ize that they are part of a larger plan, that life is more than their individual wants and

needs (Fairholm). It is about their place and purpose in a world that encompasses all hu-

manity rather than just their individual selves. Spirituality involves having an inner

awareness of the world, a world that includes one’s internal self as well as the external

world, and it enables individuals to integrate these two components of this world. Spirit-

uality, driven by faith, unites the span between meaning and fulfillment (Terry, 1993). It

is the hope gained as a result of life experiences, and it adds significance and value to liv-

ing. This search for meaning, the longing to find one’s purpose in life, to be wholly inte-

grated in the world is a continuous task (Stokely).

36

Characteristics of Spirituality

According to Fairholm (1997), “Spirituality is, and always has been, a part of the

life force of all people” (p. 47). Through his study of leaders and spirituality, Fairholm

uncovered seven characteristics of spirituality, and, taken together, these characteristics

provide a comprehensive definition of spirituality. First, individuals believe in a higher

power, a Universal strength, a force exceeding their own intellect (Fairholm; Patterson et

al., 2009; Perkins et al., 2007). They believe what may appear to be impossible can be

accomplished as a result of their relationship with this higher power or source of strength

(Fairholm; Patterson). Second, spirituality is the fundamental nature that separates hu-

mans from animals. As a result of their spirituality, humans can have an inner awareness

that allows them to find their place and be a part of the world beyond their individual

selves. Next, spirituality yields contentment, providing the foundation for comfort,

strength, and happiness. Fourth, finding purpose and meaning in life represents a deep

need for humans, and spirituality serves as this source for giving meaning and signifi-

cance to life. Because of their spirituality, individuals live beyond themselves and their

needs and work towards the common good of society in an effort to improve life for oth-

ers. Seeking goodness, being truthful, having a forgiving spirit, being cooperative, and

genuinely caring for others reflect this commitment to living for the greater good (Perkins

et al.). Fifth, spirituality provides the basis for individuals’ beliefs, values, and ethics

(Fairholm). Any important decisions that are made originate in individuals’ internal be-

lief system, and decisions and responses stem from spiritual values; therefore, spirituality

impacts the manner in which individuals interact with people. Sixth, it reflects the emo-

tional feelings within the soul and body, directly impacting self-esteem and self-

37

actualization. Finally, spirituality reflects individuals’ abilities to live life with thoughts

and actions transcending a focus on the physical, material world.

Spiritual Leadership

Not only is spirituality the core of individuals, but it is also the core of leadership,

with tremendous significance being placed on beliefs, values, and dreams (Fairholm,

1997). When defining spirituality and spiritual leadership, Thompson (2005a) stated,

“Spirituality is a state of mind or consciousness that enables one to perceive deeper levels

of experience, meaning, values, and purpose than can be perceived from a strictly materi-

alistic vantage point. Spiritual leadership, then, is leading from those deeper levels” (p.

5). He contended that such leadership was essential, an opinion supported by Margaret J.

Wheatley, an educational leader who scripted her beliefs regarding spiritual leadership in

the foreword of Leading from the Eye of the Storm (Thompson). Due to the current anx-

ious and chaotic state of society, Wheatley posited that the foremost work for modern

leaders is spiritual. They have the task of igniting and renewing the human spirit in their

constituents. Having spirituality at the core of their leadership enables leaders to guide

the actions of others in an effort to meet this challenge (Perkins et al., 2009). Bolman and

Deal (2001) corroborated this significance of spirituality in leadership. They insisted,

“Integrity is rooted in identity and faith . . . one reason that spirit and soul are at the heart

of the most successful leadership” (Bolman & Deal, 2001, p. 42).

38

Characteristics of Spiritual Leadership

Leaders who allow their leadership to be influenced by their spirituality share

common characteristics (Collins, 2002; Bolman & Deal, 2003; Harris et al., 2007; Patter-

son, 2005; Patterson et al., 2009; Perkins et al., 2009; Stokely, 2002; Thompson, 2005a).

One of these characteristics is that leaders have a sense of being called to their position so

that they can help others (Harris et al.; Patterson et al.; Stokely; Thompson). Because of

the magnitude of the challenges inherent in being a leader, leaders must be motivated by

a purpose greater than themselves and their needs; they must have a desire to serve oth-

ers. Thompson declared that authentic leadership has at its core a commitment to service,

a commitment to a greater purpose. He believed educational leaders are driven to live

meaningful lives that fulfill a higher purpose, and this drive comes from a call to serve, a

call to be a part of something greater than self. Collins (2002) analyzed characteristics of

great leaders, and humility combined with a commitment to a larger purpose emerged as

one of the predominant characteristics. In addition to humility, these great leaders also

embodied meekness, the inner strength needed to remain open-hearted and committed to

a higher purpose in the midst of great adversity (Thompson, 2005b). Humility and

meekness equip leaders to stay focused on the big picture and dedicated to reaching long-

term goals. Refusing to be sidetracked by temporary setbacks or temptations for more

immediate but lesser rewards, humble and meek leaders exhibit a steadfast devotion to

their higher purpose thereby distinguishing themselves as great leaders. They find

strength from their focus on and commitment to something larger than themselves (Harris

et al.). Stokely concluded, “Leading is giving. It is serving. Leadership is an ethic---a

gift of oneself to a common cause, a higher calling” (p. 4).

39

Answering this higher calling, this call to serve and lead through a spirit of giving

represents another characteristic of leadership influenced by spirituality: using collabora-

tion to improve community (Harris et al., 2007; Stokely, 2002; Terry, 1993). “Leader-

ship is a relationship rooted in belonging to a community” (Stokely, p. 4). Terry reported

that having a sense of community is indicative of authentic spirituality because leaders

use their skills, positions, and expertise to address the needs of the community. Libera-

tion is another example of spirituality focused on meeting the needs of the community.

Leaders who value liberation strive to empower the weak or underrepresented. Refrain-

ing from the temptation to be unnecessarily judgmental or critical, leaders who allow

their spirituality to impact their leadership understand that empowering others results in

improving self-confidence (Stokely). Such positive reinforcement encourages individu-

als in the community to be committed to improving themselves as well as others, and this

mindset aids in developing a spirit of teamwork among the community members (Perkins

et al., 2009). By combining collaboration with their desire to have unity among people

(Harris et al., 2007), leaders work toward making decisions that keep the good of others

as their central focus (Perkins et al.). It is spirituality that enables the leaders to have the

courage and compassion they need to do what is beneficial for others thereby serving as a

model for the importance of giving oneself and one’s talents and abilities for the better-

ment of the entire community. Through their work, they find meaning and faith, and they

inspire others to do the same, encouraging them to believe they are part of a cause greater

than the work they do (Patterson et al., 2009).

In addition to answering the call to a higher purpose and being committed to

community and collaboration, leaders who lead from a spiritual framework are character-

40

ized by common practices (Patterson et al., 2009; Stokely, 2002; Thompson, 2005a). In

an effort to sustain their spirituality, Thompson (2005) reported that spiritual leaders en-

gage in particular practices. For example, they use the early morning to gain spiritual

strength through music, reading, reflection, prayer, or meditation. They take time for

spiritual renewal, time to be still and quiet, time to address their inward needs. If they are

expected to lead others, these leaders know that they must first have peace within them-

selves (Stokely), and taking time for spiritual renewal is a necessary step for having this

peace (Thompson). “A meaningful spiritual perspective is not likely to be snatched on the

fly. Rather, such a perspective results from persistently renewed mindfulness” (Thomp-

son, p. 26). These leaders understand that being spiritually disciplined requires sacrifice,

but they are willing to pay the price because they believe in the invaluable benefits of

having spiritual well-being; therefore, they approach sustaining their spiritual health with

persistence.

Spirituality and Resilience

Being persistent in spiritual practices such as reflection, meditation, and religion

leads to resiliency in leadership (Patterson et al., 2009). Patterson insisted:

whether leaders are atheist, agnostic or devoutly religious, we find two unifying threads woven among virtually all resilient leaders’ belief systems. One is a be-lief in a cause beyond one’s self; the other is a belief in a Universal strength greater than one’s self. In almost all contexts, we discovered that spirituality is a sustaining lifeline for leaders in tough times. (p. 89)

This resilience or inner strength needed for leaders to be focused and anchored in the

midst of adversity results from their commitment to a greater purpose (Thompson, 2005).

It also stems from authentic appreciation (Patterson et al.). Resilient leaders are thankful

41

for the opportunity to lead and to make a difference in the lives of others. Authentic ap-

preciation is generated from a logical understanding of what leaders value, a decided

acknowledgement of that for which they are thankful, an emotional appreciation for the

goodness in their lives, and open expressions of thankfulness to those persons who play

an influential part in their lives.

Spirituality and Resilience in Educational Leadership

Patterson (2005) declared, “Successful school leaders tend to be spiritual beings

. . . they must stay connected to their deepest values if they are to persist and withstand

the adversity sure to come their way, and for many leaders, those deepest values spring

from their spirituality” (p. 123). Houston (2008) reiterated this position. He elaborated

about the challenges in educational leadership and how such challenges can be physically

and morally exhausting. If leaders intend to survive such difficulties, they have to replen-

ish themselves, particularly their spirit. Reed and Patterson’s (2007) study explored how

female school superintendents exhibited resiliency in the midst of the adversity they

faced as educational leaders. One of the themes to emerge in this study pertained to

maintaining a foundation of care and support, and a subtopic of this theme was spiritual

support. In discussing how the spirituality supported this foundation, the participants

elaborated on the importance of their faith, the power of God, having a sense of purpose

in life, responding to a spiritual call to become superintendent, and the significance of

having close relationships with others, with nature, and with the church.

42

CHAPTER 3

METHODS

Qualitative Research Approach

For this particular study, the researcher wanted to explore female superintendents’

lived experiences with spirituality and resiliency; therefore, a qualitative approach was

followed because such studies enable researchers to explore the lived experiences of par-

ticipants in their natural setting in an effort to understand how real people make sense of

their daily lives (Creswell, 2007; Creswell, 2008; Creswell & Plano Clark, 2011; Hatch,

2002; Teddlie & Tashakkori, 2009). The purpose of qualitative research is to investigate

how humans behave in their natural environments by exploring their perspectives of their

experiences with a central phenomenon. “Qualitative researchers are interested in un-

derstanding how people interpret their experiences, how they construct their worlds, and

what meaning they attribute to their experiences” (Merriam, 2009, p. 5). Subjectively

and with bias, researchers conduct qualitative studies that are dependent on the view-

points of the participants by asking open-ended, general questions, collecting textual data,

analyzing the text for themes, and describing these themes (Creswell, 2008). Qualitative

studies are most appropriate for studies in which variables are unknown and research

problems need to be explored.

Creswell (2007) noted nine characteristics common in qualitative research. First,

data tend to be collected in the participants’ natural setting, the site where they experi-

ence the phenomenon under study (Creswell; Hatch, 2002; Stake, 2010). Lincoln and

43

Guba (1985) declared, “No phenomenon can be understood out of relationship to the time

and context that spawned, harbored, and supported it” (p. 189) thus revealing the signifi-

cance of engaging in research in the natural setting. Next, the researchers serve as the

key instrument in data collection by “examining documents, observing behavior, and in-

terviewing participants” (Creswell, p. 38). The data tend to include field notes based on

observations, notes from transcribed interviews, and artifacts and records from the re-

search site (Creswell, 2007; Creswell, 2008; Creswell & Plano Clark, 2011; Hatch, 2002;

Teddlie & Tashakkori, 2009). An important aspect of the data collection involve the time

researchers spend in the participants’ world (Patton, 2002). If they are to truly under-

stand their subjects’ perspectives, they must immerse themselves in the natural context in

order to glean the true essence of the phenomenon being explored.

Once the data have been collected, inductive data analyses are conducted (Cre-

swell, 2007). Researchers vacillate between themes and the database until common

themes emerge (Maxwell, 2005). Rather than working toward a known outcome and

making the pieces of data fit a predetermined end, the researchers allow relationships and

patterns to emerge from the data thus resulting in the emergence of new information re-

garding the phenomenon explored (Hatch; Marshall & Rossman, 2011). Another charac-

teristic highlights the participants’ meaning about the matter at hand rather than the re-

searchers’ meaning (Creswell, 2007; Stake, 2010).

Qualitative research is defined as being emergent (Creswell, 2003; Creswell,

2007; Maxwell, 2005; Watt, 2007). The study evolves as researchers progress through

the various stages of the process. Rather than adhering to a tightly bound set of proce-

dures, qualitative research relies on an ongoing process, one in which the researcher vac-

44

illates between the various component of the study (Creswell, 2003; Maxwell, 2005).

Because of this ongoing interaction, emerging data may lead to a change in research

questions, participants, or sites (Maxwell).

Researchers may also view their study from various lenses (Creswell, 2007).

Culture, race, gender, political, or historical are examples of the types of contexts used to

approach studies. Interpretative inquiry is used in qualitative research. Researchers, par-

ticipants, and readers all make interpretations regarding the study resulting in multiple

perspectives of the information presented. Finally, Creswell (2007) discussed the holistic

aspect of qualitative research. Hatch maintained, “Qualitative work starts with the as-

sumption that social settings are unique, dynamic, and complex” (p. 9). Rather than striv-

ing to find concise explanations about the phenomenon being studied, researchers seek to

construct a complex account of the topic on which they are focusing (Creswell, 2007;

Lincoln & Guba). Complexity is achieved by presenting multiple perspectives, discuss-

ing numerous factors, and depicting a larger picture that results from such efforts.

Qualitative research is most appropriate when the intricacies and complexities of

a particular phenomenon necessitate exploration for the purpose of providing a detailed

and thorough account of the issue (Creswell, 2007; Creswell, 2008; Creswell & Plano

Clark, 2011; Hatch, 2002; Teddlie & Tashakkori, 2009). Engaging in direct conversa-

tions with participants, making personal site visits to their homes or places of employ-

ment, and listening to stories about their experiences provide researchers with the data

they need to construct thick, rich narratives depicting these true-to-life happenings (Den-

zin & Lincoln, 2005). The participants are empowered through telling their stories and

having their voices heard in their natural setting. The human researchers’ ability to be re-

45

sponsive, adaptive, and holistic with the data collected through these stories constitutes

the strength of qualitative studies (Lincoln & Guba, 1985).

Quantitative studies do not allow for such an emphasis on the individual and

unique characteristics and perspectives of the participants (Creswell, 2007; Creswell,

2008; Creswell & Plano Clark, 2011; Hatch, 2002; Teddlie & Tashakkori, 2009). Nu-

merical data result in a loss of human identity whereas the textual data in qualitative re-

search provide researchers with a vehicle for giving life and true identity to their subjects.

Because of this personalized feature, qualitative research was the chosen approach for

this particular study. In an effort to fully understand how the female superintendents

viewed spirituality as a factor of resiliency, the researcher attempted to provide a safe fo-

rum in which the participants could share their stories so their voices could emerge into a

narrative documenting their real life experiences with spirituality in the superintendency.

Because the participants’ own words were used to describe this phenomenon, the re-

searcher depicted a complex and detailed account of their lived experiences.

Tradition (Approach) of Qualitative Inquiry

This study was conducted using the multiple case study tradition, an approach in

which the researcher investigates multiple cases over a period of time to explore partici-

pants’ experiences with a common phenomenon (Creswell, 2007). Qualitative case stud-

ies compare with other qualitative research designs because of the “search for meaning

and understanding, the researcher as the primary instrument of data collection and analy-

sis, an inductive investigative strategy, and the end product of being richly descriptive”

(Merriam & Associates, 2002). In this tradition, multiple cases are described and com-

46

pared to yield insight and deeper understanding of the phenomenon being explored (Cre-

swell, 2008). These cases provide the researcher with glimpses of reality, episodes of

life, and the opportunity for comprehensive examinations of the phenomenon (Lincoln &

Guba, 1985).

“The multicase study is a special effort to examine something having lots of cas-

es, parts, or members” (Stake, 2006, p. vi) with each of those parts having unique charac-

teristics resulting in a unique story; however, even though each case has its own unique

story, the cases must share certain similarities. The main goal of multiple case studies is

to better understand the whole, also known as the quintain, as a result of an intense focus

on each individual case (Stake). Completely immersing themselves in the individual case

settings, researchers conduct exhaustive explorations of a single phenomenon driven by

common research questions as well as case-specific questions. This immersion enables

the researcher to construct a picture or narrative of each case based on thick, rich descrip-

tions providing readers with the opportunity to live vicariously through the participants’

experiences, sharing in the participants’ thoughts and feelings about those experiences

(Hatch, 2002; Lincoln & Guba; Merriam & Associates; Stake; Van Dalen, 1979). It is

this narrative-type structure in which normal, commonplace language is used that affords

readers with the vehicle for sharing in participants’ reality (Lincoln & Guba; Stakes). “If

you want people to understand better than they otherwise might, provide them with in-

formation in the form in which they usually experience it. They will be able . . . to derive

naturalistic generalizations that will prove to be useful extensions of their understanding”

(Lincoln & Guba, p. 120).

47

Various characteristics aid in defining the multiple case study approach. Yin

(1981), however, asserted, “As a research strategy, the distinguishing characteristic of the

case study is that it attempts to examine: (a) a contemporary phenomenon in its real-life

context, especially when (b) the boundaries between phenomenon and context are not

clearly evident” (p. 59). Multiple case studies are also particularistic, focusing on a spe-

cific, singular phenomenon (Merriam, 1998). Second, the studies are descriptive. The

researcher produces a final product that reflects rich, thick descriptions of the phenome-

non explored. Next, the studies are heuristic providing more clarification or understand-

ing of the reader’s knowledge about the particular phenomenon being investigated. New

information may be brought to the surface, current knowledge may be expanded, or cur-

rently held understanding may be validated or proven. Finally, multiple case studies are

inductive. Researchers analyze the data, and from this analysis, generalizations emerge.

This process reflects a funnel approach to discovery (Bogdan & Biklen, 1998). The start

of the study represents the largest opening at the top of the funnel. Here, researchers seek

a location and participants and explore the feasibility of the study. Through this search,

they begin to narrow their focus by collecting data, and they also begin to develop a sense

of direction for the study. This process of exploration and modification continues until

the researcher reaches narrows the focus and generates research questions to drive the

study.

Certain situations serve as optimal settings for the use of multiple case studies.

Because of the inductive process involved, multiple case studies are appropriate when re-

searchers are seeking to provide broad rather than narrow topic definitions of real life sit-

uations (Yin, 2003; Yin, 2009). Also, the tradition is useful when complicated, multifac-

48

eted contexts or variables are viable components of the phenomenon. If the researcher is

seeking answers to “how” or “why” questions or has minimal to no control over the situa-

tion being explored, the multiple case study approach is an option (Yin, 2009). Finally,

multiple case studies are suitable for situations involving the investigation of many types

of evidence including interviews, observations, questionnaires, archives, and artifacts.

In regard to the multiple pieces of evidence, researchers must be careful to organ-

ize data collection and reporting for each individual case (Stake, 2006). Such organiza-

tion is conducive to the researcher’s producing a true-to-life portrayal of each case.

Through making generalizations and comparing and contrasting the findings from each

case, investigators can then better understand the whole and how it functions in different

settings, and this understanding is the primary reason for employing the multiple case

study tradition.

Philosophical Assumptions

Lincoln and Guba (1985) defined paradigm as a system of ideas stemming from a

set of basic beliefs that represent our thoughts about the world and the actions we take as

a result of those thoughts. These beliefs and methods contribute to the development of

one’s paradigm. According to Creswell (2007), the constructivist’s worldview, or para-

digm, is common in qualitative studies because individuals are given a platform to de-

scribe their experiences with a particular phenomenon. In constructivism, individuals

strive to understand their natural world by constructing a plethora of subjective meanings

of their lived experiences (Creswell; Teddlie & Tashakkori, 2009). Because of these nu-

merous meanings, the researchers explore the complexities of perspectives rather than re-

49

ducing them into concise categories. Thus, the goal of research is dependent upon the

participants’ points-of-view regarding the experience. The subjective meanings con-

structed by the participants develop through their relationship with others, historical

norms that are present in their world, and the cultural norms that are a part of their life as

well. Meanings revealed by participants provide researchers with data that allows them

to formulate theories or patterns emerging from the meanings. The researchers’ main in-

tent then “is to make sense (or interpret) the meanings others have about the world” (Cre-

swell, p. 21). Constructivism lends itself to qualitative research as a result of this inter-

pretation or construction of meaning derived from the views of participants. Qualitative

research is founded on the belief that subjectivity and lived experiences are paramount,

and the constructivist’s paradigm reflects these same concepts by focusing on the mean-

ings that participants make known from their own experiences.

I approached this study with a constructivist’s paradigm. I believe that truth is

found by exploring people’s lived experiences and the meanings they derive from their

experiences. Without this subjective element, research is detached and general; it lacks

the human component that draws outsiders into the study so they can truly learn about the

real experiences people encounter and the essence emerging from such experiences. The

natural world in which we live and work is complex, and our interpretation of this world

is dependent upon the relationships we have, the historical customs that are a part of our

life, and the cultural norms that impact our thoughts and actions (Creswell, 2007). In or-

der to make sense of such complexity, research should be open and encompassing rather

than concise and targeted. It is through exploration and description of experiences that

the essence of phenomena emerges. For these reasons, I approached this study from the

50

worldview of a constructivist. I wanted to delve into the lived experiences the female su-

perintendents had with spirituality as a factor of resiliency. I wanted to investigate the

complexities and intricacies of their natural world in an effort to make sense of the mean-

ings they projected in regard to this phenomenon.

When using qualitative research methods, researchers make particular philosophi-

cal assumptions (Creswell, 2007). The first assumption, ontology, pertains to the re-

searcher’s position regarding the nature and characteristics of reality (Teddlie & Tashak-

kori, 2009). Lincoln and Guba (1985) presented four levels of ontological positions of

reality: objective, perceived, constructed, and created. Objective reality, also known as

native or hypothetical realism, proposes that a tangible reality exists and through experi-

ence with the reality, it can be fully known. On the other hand, proponents of perceived

reality maintain that reality does exist, but it cannot be fully known; only appreciated

from individual perceptions. In constructed reality, whether or not reality exists is not the

issue because constructionists maintain that existence results from the construction of re-

alities made by each individual. “Events, persons, objects are indeed tangible entities.

The meanings and wholeness derived from or ascribed to these tangible phenomena in

order to make sense of them, organize them, or reorganize a belief system, however are

constructed realities” (p. 84). Finally, supporters of created reality maintain that reality

does not exist. Everything is identified as being a probable reality until it is realized by

observers.

Qualitative researchers, or naturalists, believe that multiple unique realities exist

because each participant has his/her individual perspective about his/her experiences with

the phenomenon being studied (Hatch, 2002). The researcher’s inquiry into these per-

51

spectives generates more questions (Lincoln & Guba, 1985). The ultimate goal for the re-

searcher is to explore these multiple realities in an effort to construct a narrative, using

the participants’ own words, that reveals the essence of these experiences (Creswell,

2007). I approached my study with an ontological assumption that draws from construct-

ed reality. Each female superintendent had constructed her own reality regarding her

spirituality as a factor of resilience; therefore, multiple realities existed regarding this

phenomenon. My charge as the researcher was to make sense of these multiple realities

by exploring, describing, and organizing the participants’ perceived experiences in an ef-

fort to construct the essence of the phenomenon.

The second philosophical assumption, epistemology, pertains to the relationship

between the knower and what is known (Creswell, 2007). Referred to as the theory of

knowledge, epistemology is centered on human knowledge (Williams, 2001). Lincoln

and Guba (1985) contended that the “. . . knower and known are inseparable” (p. 37).

“From this perspective, it is impossible and undesirable for researchers to be distant and

objective” (Hatch, 2002, p. 15). Lincoln and Guba presented six reasons to justify their

belief that the researcher and the participants should interact. First, theories and facts are

dependent on each other. Facts rely on interpretations that originate in some theory;

therefore, subjectivity and judgment become factors when dealing with facts. Second, in-

teraction must take place if purposeful sampling and emergent design are to occur. Both

of these entities require thoughtful investigation from the researcher, a process that can-

not occur unless the researcher is interacting with the participants and unraveling the da-

ta. Third, to conduct an in-depth study demands a level of maturity and experience that

only comes from constant interaction between the researcher and the participants (Hatch).

52

Next, conflict and contradiction are natural forces in human research (Lincoln & Guba).

In order to understand these entities and make sense of them as part of the study, re-

searchers must interact with the participants. Fifth, the respondents must be fully aware

of their involvement and purpose in the study, and they must be fully cooperative if the

research is going to be meaningful. Finally, having humans as research instruments pro-

vides a wealth of natural advantages; however, the researcher must work with the partici-

pants to establish trust and credibility in order for the full benefits of human resources to

emerge. Neither trust nor credibility can be earned unless the researcher continuously in-

teracts with the respondents.

I approached this study with an epistemological assumption that acknowledges

the significance of continuous interaction between me and the participants. Engaging in

in-depth, one-on-one interviews with the participants, spending time with them in their

offices, and working to become an accepted insider in their world of the superintendency

enabled me to bridge the distance between my world as a researcher and their world as

respondents. Establishing this interactive relationship enabled me to construct an engag-

ing narrative that indicated a sound relationship existed between the knower and the

known.

Researchers also bring axiological assumptions to their studies (Teddlie &

Tashakkori, 2009). This assumption focuses on the role values play in research (Creswell,

2007; Creswell & Plano Clark, 2011; Teddlie & Tashakkori). Lincoln and Guba (1985)

defined values as assumptions, theories or hypotheses, perspectives, social and cultural

norms, and personal norms. In qualitative studies, researchers reveal their values and bi-

ases in regard to the study and acknowledge that the resulting narrative is influenced by

53

their values and biases as well as the respondents’ values and biases (Creswell). “We

should be prepared to admit that values do play a significant part in inquiring, to do our

best in each case to expose and explicate them (largely a matter of reflexivity), and, final-

ly, to take them into account to whatever extent we can” (Lincoln & Guba, 1985, p. 186).

I certainly concurred with the ideas promoted through the axiological assumption.

My spirituality is the most important aspect of my life, I have been in education leader-

ship for almost 6 years, and I am a female; therefore, my values, perspectives, and social

and personal norms influenced my research. I had a personal interest in my topic because

of my value system, so biases were present; however, by taking ownership of my values

and making my position known, my work could be completed without conflicts that

emerge from being secretive or subversive.

The fourth philosophical assumption is generalization. Lincoln and Guba (1985)

discussed conflicting views regarding this assumption as it pertains to qualitative re-

search. They contended that generalization usually means that the findings are universal,

able to be predicted and controlled; this is a rational, lawlike form of generalization.

They also discussed a second view of this assumption known as naturalistic generaliza-

tion. This latter type allows for intuition and personal experience regardless of whether

the person is a direct or vicarious participant in the experience. Giving people infor-

mation in a manner in which they can relate to it provides them with the opportunity to

make their own naturalistic generalizations about the findings. Dissatisfied with both of

the aforementioned versions of generalization, Lincoln and Guba alluded to a third type,

the working hypothesis, as a replacement for the traditional view of this philosophical as-

sumption. The concept of the working hypothesis was presented by Lee Cronbach (1975).

54

He maintained that making generalizations is an impossible task because the local condi-

tions of situations constantly change. “There are always differences in context from situ-

ation to situation, and even the single situation differs over time” (Lincoln & Guba, 1985,

p. 124); therefore, generalization cannot be a conclusion but acts instead as a working

hypothesis. Transferability and fittingness are the key factors in the effectiveness of this

type of generalization. If the working hypothesis is to be applicable in other situations,

the person who is making the judgment must have information about the context of the

current study in addition to information about the particular situation in which transfera-

bility is being considered. If congruence exists between these two contexts, fittingness is

present.

I approached my study as a proponent of the working hypothesis version of gen-

eralization. I concurred with Lincoln and Guba (1985) that generalization could not be

conclusive because lived experiences are constantly in motion. Time and life prevented

generalizations from being truly universal and absolute. Each moment in time contained

newness and change; therefore, defining generalization as a working hypothesis rather

than a final conclusion seemed more accurate. The concept of a working hypothesis was

revealed through information provided in my narrative. By richly and thickly describing

the lived experiences of the female superintendents, I provided other females in leader-

ship positions with the information they needed to transfer the findings in this study to

their particular context. If I constructed my narrative in a thorough and engaging literary

style, readers would be enabled to have a sound understanding of the essence of the phe-

nomenon explored in this study. Then, as long as they understood the context to which

55

they wanted to apply the findings from my study, transferability and fittingness should be

a viable option for them.

Causal linkages are presented as another philosophical assumption (Lincoln &

Guba, 1985). Naturalists maintain, “All entities are in a state of mutual simultaneous

shaping so that it is impossible to distinguish causes from effects” (p. 38). As a result of

this impossible task, Lincoln and Guba proposed replacing the traditional view of causali-

ty with a concept known as mutual simultaneous shaping. This concept is founded on the

following premise: “Many elements are implicated in any given action, and each element

interacts with all of the others in ways that change them all while simultaneously result-

ing in something that we, as outside observers, label as outcomes or effects” (Lincoln &

Guba, 1985, p. 151). This concept is akin to that of a “web,” a “net,” or a “pattern” (p.

151).

When considering causal linkages, I was more inclined to consider the relation-

ship of the linkages rather than the causes or results. What interactions are taking place?

What are the connections among the various aspects of the phenomenon? I concurred

with Lincoln and Guba (1985) that cause and effect in the purist sense are problematic for

the same reason that the traditional view of generalization was problematic. Neither of

these assumptions acknowledged the fluidity of life, the constant state of motion and time

that impacts every circumstance, every event. For that reason, I approached my study

wanting to explore how spirituality is a factor of resiliency. My concern was not neces-

sarily with the what’s of this phenomenon but rather the how’s. I wanted to explore the

interconnectedness of the female superintendent’s lived experiences first as individuals

56

and then as a collective group. For this reason, the concept of mutual simultaneous shap-

ing could be applied to this study.

The final philosophical assumption presented is deductive/inductive logic, also

known as the methodology of qualitative research. In conventional or quantitative re-

search, deductive logic is used (Creswell, 2008; Creswell & Plano-Clark, 2011; Teddlie

& Tashakkori, 2009). Researchers construct specific, narrow questions and seek data that

is both measurable and observable through the use of variables (Creswell). Conversely,

qualitative research employs inductive logic. General and broad questions are construct-

ed as researchers investigate participants’ lived experiences as they attempt to understand

the phenomenon “from the ground up” (Creswell, 2007, p. 19). “Understandings are

generated by starting with specific elements and finding connections among them”

(Hatch, 2002, p. 161). Inductive data analysis is used to reveal embedded information

through the implementation of two processes: unitizing and categorizing (Lincoln & Gu-

ba, 1985). Unitizing involves coding, a process of defining individual units of infor-

mation and separating them from the text. The unitized data are then categorized, a prac-

tice in which the units are sorted into groups based on common characteristics. Emerging

themes expressing the essence of the phenomenon are the final result of inductive analy-

sis.

Inductive logic is the philosophical assumption applied to this study. Hatch

(2002) maintained, “To argue inductively is to begin with particular pieces of evidence,

then pull them together into a meaningful whole” (p. 161). I began my investigation with

a broad research question: “How do female superintendents experience their spirituality

as a factor of resiliency?” From this broad question and a set of general sub-questions, I

57

was provided with a vehicle for exploring the participants’ experiences with spirituality

as a factor of resiliency. This inductive and investigative process, devoid of variables or

theories, allowed me to uncover embedded information that yielded the essence of the

phenomenon being studied.

Because of the inductive nature of the study, I adhered to the emergent design

concept. Knowing that multiple aspects present themselves during the various stages of

qualitative research, I conducted this study with an understanding that adjustments may

need to be made throughout the study according to changes in situations or the emergence

of new information (Creswell, 2003; Maxwell, 2005). Such adjustments may come in the

form of additional research questions or changes in the data collection process. It was this

willingness to allow data to emerge and to make necessary adjustments, to respect the

“interconnection and interaction among the different design components” (Maxwell,

2005, p. 3) that led to research findings providing a comprehensive analysis of the phe-

nomenon being explored.

Sampling

Site/Context

The researcher chose to include public school districts in the Southeastern region

of the United States that were currently being led or had been led by female public school

superintendents. Three research sites, or school systems, were included in this study. Of-

ten referred to as the Bible belt, the Southern region of the United States has the highest

percentage of Protestant Christians of any region in the United States according to The

Pew Forum on Religion and Public Life (2010). In the United States as a whole, 51.3%

58

of adults claimed to espouse the Protestant faith. In the South, 65% of Christians identi-

fied themselves as being Protestant. Because this study was located in the Southern re-

gion, the communities in which the participants served could have afforded the superin-

tendents greater freedom to express their spirituality because their Christian faith, and in

particular their Protestant beliefs, could have been more accepted than if they had been in

another region of the United States.

Participants

The study participants were selected through the use of purposeful sampling, a

process by which individuals were intentionally selected (Creswell, 2008). Specifically,

homogeneous sampling was employed because participants were selected based on the

two following common traits: (a) These leaders were females currently serving as super-

intendents in the Southeastern region of the United States or retired from the position of

superintendent in the Southeastern region of the United States, and (b) they had to have

had at least three years of experience in the superintendency. I contacted a school super-

intendants association to obtain a list of the female superintendents who had had a mini-

mum of 3 years of experience in the superintendency. A total of 13 potential participants

were obtained from this list. A recruitment letter (see Appendix A) was mailed to each of

the 13 female superintendents or former superintendents who shared the aforementioned

common traits informing them of the purpose of the study and the time commitment in-

volved if they chose to participate in the study. They were asked to confirm their partici-

pation by signing and returning the recruitment letter in a self-addressed stamped enve-

lope I provided or by emailing, faxing, or telephoning me. Because the superintendents

59

were the final authority, or gatekeeper, in their systems, their consent to participate grant-

ed me access to the research sites as well as permission to conduct the study with them.

According to Creswell (2007), for multiple case studies, the sample size should

not exceed four to five participants. For this study, five participants responded to the re-

cruitment letter agreeing to participate in the study. Because these five participants were

all Caucasian, another round of recruitment letters was sent specifically to minority su-

perintendents who were either currently serving or retired and had had at least 3 years of

experience in the superintendency. Six letters were sent to these minority females, and

even though three of the females expressed an interest in participating, their schedules

and job commitments prevented them from committing to being a part of the study. So,

the original five respondents, who had self-selected, were the participants for this study;

however, data from two participants were not included because data from one was mini-

mal and data from the other participant did not directly address the research questions;

therefore, data from both participants were considered to be outliers. In regard to the

three participants included in the study, the researcher had no prior knowledge of any of

these participants or their beliefs regarding spirituality, nor did the participants know the

researcher or information pertaining to her spirituality. Other than communication via

the recruitment letter, the participants and researcher had not met or discussed the content

of the study in any way until the initial face-to-face interview.

60

Data Collection

The time frame for the data collection spanned from April 2010 through Decem-

ber 2010. The data used in this study were comprised of two interviews with each super-

intendent. Interview protocols (see Appendix B) were used that outlined the researcher’s

purpose for conducting the study, the commitment to confidentiality, the intent to tran-

scribe the interviews, and the questions to be discussed during the initial interview. Sev-

en questions or statements comprised the protocol, which was structured to provide the

researcher with space to note observer’s comments during the interview. Interview pro-

tocols and the IRB consent forms (see Appendix C) were mailed to the participants be-

fore the initial interview so they could review the documents in preparation for their ini-

tial meeting with the researcher. The first interview with each superintendent lasted ap-

proximately 1 hr and was conducted face-to-face in the superintendent’s office. By con-

ducting the interviews in the superintendents’ offices, the researcher was allowed to

spend time with the participants in their natural work setting, an opportunity providing

access to important artifacts used as office décor and serving as additional data sources.

These artifacts provided further insight into the complexity of the phenomenon being ex-

plored (Creswell). During these interviews, the participants were asked open-ended

questions, a data collection method meant to encourage the participants to share their per-

spectives without feeling constrained by the researcher (Creswell, 2008). The researcher

digitally recorded each interview. These interviews were then transcribed verbatim by

the researcher. After transcribing each interview, the researcher reviewed each transcript

and developed follow-up questions to glean additional information from the superinten-

dents’ experiences. The participants were mailed copies of these follow-up interview

61

questions in order to give them time to contemplate their responses before the second in-

terview occurred. The follow-up interviews were approximately one hour and were digi-

tally recorded and transcribed by the researcher. These interviews were also conducted

face-to-face. Important statements were taken from each interview and saved in word

documents for data analysis. Journal responses were used as the final data source. Par-

ticipants were given a quote (see Appendix E) pertaining to spirituality and were asked to

provide a written response to the quote. By having the superintendents write the journal

response, the researcher was provided with a data source that revealed the superinten-

dents’ own words and written language, a process reflecting the participants’ personal in-

sights and reflections (Creswell).

Data Analysis

Creswell (2008) maintained that a specific, distinct format for analyzing qualita-

tive data does not exist; instead, he proposed a process that tends to be followed. The

process is inductive in nature, one in which individual and explicit data lead to broad

codes and themes that provide an overall picture of the phenomenon being explored.

“Further, there are no a priori questions or hypotheses that can preordinately guide data

analysis decisions; these must be made as the inquiry proceeds” (Lincoln & Guba, 1985).

This analytical process, circular rather than linear, has the researcher moving simultane-

ously between data collection and data analysis (Creswell, 2007). The first phase of the

process is data management. Researchers must implement a method of organization for

their data. Once their information has been organized, the researchers read and write

memos about the data. After reading and memoing, they begin describing, categorizing,

62

and deciphering the data. The researchers provide detailed descriptions about the data,

they code and categorize the data, and they interpret or try to make sense of the data.

During the process of interpretation, common themes within the data emerge. In the final

phase, the researchers present their findings in a visual format: text, tables, or figures.

Multiple case study analysis involves constructing a detailed description of each

case for the purpose of developing a comprehensive understanding of the case as a whole

(Creswell, 2007; Stakes, 1995). Stakes maintained that analysis, the process of “taking

something apart” (p. 71) is a continuous process that is an integral part of making sense

of the data. This sense or meaning, involves looking for consistent patterns in the data

and can be reached by using direct interpretation or aggregation of instances. For this

multiple case study, I employed categorical aggregation, analyzing the data for multiple

instances of the same occurrences. I transcribed each interview and read each transcrip-

tion multiple times. While reading each transcript, I made margin notes which were used

to assist in coding the record. From these codes, I aggregated the frequencies and chart-

ed patterns. I also coded the journal responses as well as the artifacts and included this

analysis as part of the charted information. For each individual case, I then noted the

emergence of specific themes.

Once each case was read multiple times, coded, and the data aggregated, I con-

ducted a cross-case analysis. “Cross case analyses . . . bring together the findings from

individual case studies and are the most critical parts of a multiple-case study” (Yin,

2003). The findings from the cross-case analyses were recorded in word tables, high-

lighting the emerging patterns. This aggregated information led to the development of

themes for the entire study. These themes were presented to the readers in a way condu-

63

cive to the promotion of naturalistic generalizations. “To assist the reader in making nat-

uralistic generalizations, case researchers need to provide opportunities for vicarious ex-

perience” (Stakes, p. 87). In an effort to promote such an experience, I wrote a narrative

account, including personalistic descriptions focusing on time, place, and person for each

individual case study as well as a final discussion about the themes for the entire study.

Establishing Credibility

Lincoln and Guba (1985) maintained that trustworthiness, an assurance that re-

search findings are valuable and worthy of attention, is traditionally comprised of internal

validity, external validity, reliability, and objectivity; however, because naturalistic in-

quiry deviates from traditional research methods, the authors proposed replacing the

aforementioned terms with the following: credibility, transferability, dependability, and

confirmability. The first criteria of trustworthiness, credibility, occurs through the use of

five techniques: (a) the implementation of activities that increases the likelihood that

credible results and analyses will occur (extended engagement, constant observation, and

triangulation); (b) the implementation of external checks (peer debriefing); (c) the use of

incoming information to improve the working hypothesis (negative case analysis); (d) the

use of stored, unedited data to test initial findings and interpretations (referential adequa-

cy); and (e) the use of human sources who have constructed the results to test their find-

ings (member checking). In regard to transferability, Lincoln and Guba asserted that the

naturalist faces an impossible task in establishing transferability; “He or she can provide

only the thick description necessary to enable someone interested in making a transfer to

reach a conclusion about whether transfer can be contemplated as a possibility” (p. 316).

64

The researcher provides the greatest breadth of information possible in this description so

that readers have a wide data base from which they can formulate transferable judgments.

In an effort to ensure dependability, Lincoln and Guba presented the option of conducting

an inquiry audit. Similar to a financial audit, the inquiry audit requires an examiner to

analyze the process used to reach the findings and to analyze the accuracy of those find-

ings. This process of examination substantiates the dependability of the study.

Confirmability is also established through the audit process. Even though triangu-

lation and keeping a reflexive journal are also options for establishing confirmability,

Lincoln and Guba expounded on the audit process. The following records are used to

conduct this inspection: raw data (video and audio recordings, field notes, artifacts, etc.);

data reduction and analysis products (summaries of field notes, theoretical notes, and

concepts); data reconstruction and synthesis products (categories, themes, findings, inter-

pretations, etc.); process notes (notes pertaining to procedures, strategies, trustworthiness,

etc.); items pertaining to intentions and dispositions (study proposal, personal journal,

predictions, etc.); and instrument construction information (pilot forms, schedules, sur-

veys, etc.).

For this study, the researcher used four validation strategies. First, she presented

findings by relying on rich, thick descriptions to share information pertaining to the par-

ticipants, setting, and results (Creswell, 2007). Employing this strategy allowed readers

to determine the generalization of the findings by transferring the conclusions to other

settings. Epoche was the second validation strategy used (Moustakas, 1994). The re-

searcher clarified her bias at the beginning of the study and attempted to bracket, or set

aside, her preconceived notions or judgments in an effort to explore the phenomenon

65

from a fresh and open perspective. The third strategy was member checking (Creswell,

2008). The researcher mailed each participant a copy of the transcripts, the findings, and

the narratives to review in order to check for accuracy and to protect participant confiden-

tiality. Finally, triangulation was applied. The researcher drew from multiple data

sources (two in-person interviews at each superintendent’s office, journal responses, and

office artifacts) to yield corroborating evidence (Creswell).

Ethical Considerations

According to the American Psychological Association (2010), researchers must

gain institutional approval from the local governing board before conducting studies in

order to protect participants and ensure that the research is conducted in a standardized,

ethical manner. In compliance with this standard, the researcher received permission

from the University of Alabama at Birmingham Office of the International Review

Board. In addition to this permission, each of the study participants provided informed

consent. In this document, they were made aware of the purpose of the research and the

timeframe and procedures of the study. They were also informed of their right to decline

participation or withdraw from the study and the consequences of taking either action.

Risks, benefits, and incentives were presented as well as the confidentiality limits. Final-

ly, they were given contact information to use in case they had questions about the re-

search process.

In regard to confidentiality, participants were ensured that their anonymity would

be protected. Pseudonyms were used in the study, and all recordings, textual and audio,

were accessible only by the principle investigator. The data were stored on two digital

66

recorders and two portable USB drives. When the data were not being used by the inves-

tigator, it was kept in a locked cabinet.

Role of the Researcher

I currently serve as the curriculum coordinator for a small school system in east

central Alabama. My educational leadership includes 3 years as a high school assistant

principal and almost 3 years in my present position. I value my opportunity to serve in

this leadership capacity; however, my faith is the most important aspect of my life. As a

result, I have a sincere interest in spirituality and the influence it has in my professional

and personal life. As a female administrator, I am interested in investigating how spiritu-

ality impacts educational leaders and specifically want to explore spirituality as a factor

of resiliency. As a result of my relatively recent move to the district office and the lim-

ited number of female superintendents currently serving in Alabama, I have a particular

interest in this phenomenon from the perspective of female superintendents.

Because of my position as a female educational leader and my strong belief in the

significance of spirituality, I must make a conscious, concerted effort to refrain from

judgment, a process in qualitative research known as epoche (Moustakas, 1994). “In the

Epoche, the everyday understandings, judgments, and knowings are set aside, and phe-

nomena are revisited, freshly, naively, in a wide open sense, from the vantage point of a

pure or transcendental ego” (p. 33). In an effort to be compliant with this process and in

an effort to conduct a credible study, I bracketed my preconceived notions and experienc-

es and explored the concept of spirituality as a factor of resiliency with an open mind. As

67

the principle investigator, my journal notes served as my method of accountability and

documentation of bracketing my thoughts and experiences.

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CHAPTER 4

FINDINGS

Case Study 1: Superintendent A

Opening Vignette 1

Andrea, wearing a flower-print summer dress, sat across from me at the long

brown conference table in a small meeting room across the hall from the Superinten-

dent’s office, a space she had occupied for about six years. Focused yet personable, An-

drea welcomed me, and in spite of her hectic schedule as the district leader, she ap-

peared relaxed and gave no indication that our meeting was interfering with more im-

portant obligations such as conferences and speaking engagements that had become a

regular part of her summer routine. Though petite in stature, she quickly revealed her

ability to manage and lead, immediately inquiring about the assurance of confidentiality

and anonymity. Once she understood that both she and her school system would be pro-

tected from full disclosure, she began to share about path she had followed to the super-

intendency.

During our first meeting, we talked for about an hour. I listened intently as An-

drea spoke openly about the demands of her job, the high points as well as the low points.

I noticed the more passionate she was about a particular topic of conversation, the more

quickly she spoke. When she would discuss the successes her teams at various schools

had experienced, her eyes would almost sparkle, revealing the excitement she still felt

over a job well done and the “greater good” that could result from a group of people

69

being committed to a shared vision. When discussing the more difficult times she had

faced, her tone would drop, her words would slow, and the excitement in her voice was

replaced with a serious resolve.

Because of her years of experience, she was able to share many personal stories

that served as real examples supporting her responses. As a result, our conversation fo-

cused more on reality and less on theory. She believed what she believed because she

had lived the truth of those beliefs countless times. She personally knew about resiliency

and leadership because, after almost ten years in the superintendency, she had encoun-

tered multiple situations that tested and tried her resilience. And now, one year from the

option of retirement, Andrea said she was enjoying being superintendent more and more,

perhaps because she had years of experience to help guide her or perhaps because she

knew that she had the luxury of having time on her side. Within one year, she could walk

away knowing she had left a good mark on her profession. Whatever the reason for her

enjoyment, she was comfortable, confident, and still excited to be working with teachers

and students.

The Setting

The Collins School System Central Office is located off a side street in a down-

town area less than 50 miles from a large Southeastern city. This one-story building is

situated off the road and fronted with a large parking area sprinkled with decorative trees

and shrubs. The Superintendent’s office is a large space with multiple book shelves, an

executive desk, and a conference table. Connected to her secretary’s office by a door-

way, the Superintendent’s office sits across the hall from a conference room, a space just

70

big enough to accommodate a large conference table and chairs. The school system itself

is in a suburb just outside the major Southeastern city and has approximately 3,800 stu-

dents in kindergarten through twelfth grade. The community’s mean family income is

$105,031, and the racial composition is 92% White, 6% Black, and 2% American Indian,

Asian, Native Hawaiian, or other. Less that 1% of the population lives below the poverty

level.

The Participant

Andrea’s 24-year career in education began when she accepted the call to become

an elementary school teacher. After 4 years in that role, she served as an interventionist

in a Title I elementary school. During this time, she began working on her doctorate in

educational leadership, a degree that assisted her in becoming an elementary school prin-

cipal. For 5 years, she led the students and staff at the same elementary school and then

accepted a position as an assistant superintendent, a leadership role that brought new

challenges for her. Up until this point in her career, Andrea had only worked at the ele-

mentary level; however, as assistant superintendent, she was responsible for curriculum

in grades K-12, a duty that presented a definite learning curve but one she admittedly en-

joyed. Even now, Andrea admitted that she had learned to “really love” working with

secondary curriculum.

After working for 3 years as an assistant superintendent, Andrea once again ac-

cepted a new challenge and became a public school system. Drawing on her elementary

teaching background and her newly acquired knowledge of the secondary component of

education, she entered this new position with not only a strong management background

71

but also a comprehensive preparedness for instructional leadership. For 4 years, Andrea

led this system before moving to become the Superintendent in the system where she has

been serving for the past 6 years.

Themes

Based on an analysis of two face-to-face interviews, one journal entry, and office

artifacts, the research identified the emergence of three themes pertaining to spirituality

as a factor of resiliency in female public school superintendents. Being a servant leader,

seeking spiritual nourishment, and having a personal relationship with God materialized

as the three identified themes. These themes, along with the subthemes, are listed in the

following table (see Table 1).

Table 1

Themes and Subthemes of Spirituality as a Factor of Resiliency: Superintendent A Themes and Subthemes

Being a Servant Leader Seeking Spiritual Nourish-ment

Having a Personal Relation-ship with God

A Calling, a Greater Pur-pose

Focusing on the Greater Good

Leading like Jesus

Having a System of Support Prayer

Reading the Bible

A Daily Relationship with God

Depending on God and Fol-lowing His Direction

Being a servant leader. One theme emerging from the various pieces of data was

being a servant leader. In her journal response, Andrea wrote, “I believe in servant lead-

ership, not power and authority.” She valued teamwork and promoted an unselfish ap-

proach to leadership and work in general. “I just love working with people, with great

72

people.” “I like seeing the successes and fruits of labor, thinking, ‘Gosh, we worked real-

ly hard at this.’” Ultimately, her goal was to improve each situation she encountered, in-

vesting her time and energy in making it stronger and healthier than she found it. “I think

about when I retire. I want to leave things better than I found it. I want it to carry on af-

ter me. I don’t want it to be about me. I want it to be about the system.” For her, leader-

ship was not about winning or losing. She tried to avoid focusing on who was right and

who was wrong and focus instead on making the system better.

I keep focused on what’s the bigger issue. What is it we are trying to accomplish? I don’t get too caught up in winning and losing but just ‘Okay, here’s where we are with the facts and circumstances, so how do we make this better?’ In addition, being in the Superintendent’s position was not about self-recognition

or promotion. It was about her having the opportunity and responsibility of emulating a

servant leader so others would hopefully follow her lead or example in an effort to use

their position as an act of service to improve the lives of others. When discussing the ap-

proach she and her team had regarding leadership, she maintained, “. . . we’re all on the

same philosophical page about trying to really make a difference and work together, and

it does not matter about the credit or the glory.” For her, the superintendency was an op-

portunity to serve, to make a lasting difference in the lives of others.

A calling, a greater purpose. At the core of Andrea’s leadership style was an in-

trinsic desire to help others, originating from what she considered to be a “calling,” “a

drive to be servant-oriented.”

I was raised on a farm and then my father went into the ministry . . ., and so, you know, just your raising has something to do with how you see the world . . . you view life as not about so much what you are going to do . . . not a job and voca-

73

tion but the difference you are going to make . . . what is your calling . . . that’s a real appeal to me. Wanting to find a career in which she could be of service, Andrea felt called to be

a teacher; however, while she was teaching, she realized she could impact more children

and their families if she were a principal. She wanted to extend her service beyond the

academic realm and have the opportunity to help families with social issues too. Having

already recognized her ability to lead people, to get them to work together, Andrea decid-

ed to pursue an administrative role. After 5 years as an elementary school principal, she

“felt the hunger to do something more widespread than that.” It was this hunger that led

her to pursue a position as an assistant superintendent before becoming a superintendent.

As a servant leader, she always understood her positions to be the result of a call-

ing; however, as a system leader she truly began to understand the importance of seeking

and fulfilling a greater purpose. “Everybody wants to have a purpose. Purpose is a bigger

drive than money and status. It’s about that you made a difference, and that would clear-

ly speak to how I’m wired.” In both interviews, she referenced Rick Warren’s The Pur-

pose Driven Life and how the brevity of life helped her stay focused on what she consid-

ered to be the greater purpose.

Life is but a blink. It’s like this life is really about the next life . . . it’s like this is kind of a little test, so just do the best you can and don’t get caught up in the here and how. Just do the best you can with what you have and what you know and then it’s really about living for that life.

It is this belief in and focus on the eternal part of life that enabled Andrea to lead resili-

ently because she understood that the situations she faced were temporary, and her true

purpose was not defined by those situations but by the work she did that would have an

74

eternal impact. She maintained, “I’m a person who thinks more about legacy and pur-

pose.”

Focusing on the greater good. Closely related to serving as the result of being

called and serving as the result of having a greater purpose was Andrea’s determination

to focus on the greater good. Referencing Jim Collins and his work on level five leader-

ship, she discussed her belief that leadership should never be about the leader; instead, it

should be “. . . about the greater good. It’s about organization . . . It’s never about you.”

From her perspective, the greater good was about helping others, specifically students,

and keeping selfish motives out of the way. Andrea insisted that she considered people

who operated from a selfish framework to be “dangerous” to the overall health and

productivity of the system. Her charge as the leader necessitated her consistently model-

ing an unselfish spirit and a genuine commitment to students and learning. If others saw

her being focused on the greater good then they would be more apt to follow her lead.

Leading like Jesus. Andrea’s ultimate goal as a servant leader was to lead like Je-

sus, to live out the Golden Rule of doing to others as she would want others to do to her.

“I try to show others how to treat others.” She admitted to being a very candid person;

however, she tried to temper her direct truthfulness by being kind and fair. “I say what

needs to be said because I approach it by not trying to hurt a person but trying to help a

person grow.” As the leader, she was fully aware of the fact that others watched her and

listened to her to see how she responded to people and situations, and she wanted to re-

flect the teachings and spirit of Jesus through her responses. Andrea asserted, “I use His

75

(Jesus’) example as a model for my leadership.” This decision stemmed in part from her

attending a workshop entitled “Lead Like Jesus” at a local church. The workshop was

based on a book by the same name. She considered the event to be “a great, great ses-

sion,” and as a result, she kept a copy of the book and continued to read it periodically

when she needed to “refocus.” The book reinforced the concept of being about the busi-

ness of the greater good rather than the business of self.

In addition to Lead Like Jesus, Andrea referred to Twelve Ordinary Men as anoth-

er source for learning more about Jesus’ leadership. She found this book to be a powerful

influence in her life because it discussed how Jesus led his disciples who were just ordi-

nary men who betrayed him and often acted horribly. Even though the men’s imperfec-

tions caused serious issues, Jesus still led them as he worked to accomplish the greater

good. She was inspired by Jesus’ example with his disciples because it reiterated the fact

that “. . . nobody’s world is perfect,” so the goal for her was to stay focused on working

for the greater good; however, she admitted that this goal sometimes proved to be a diffi-

cult pursuit. What is best for students may “not be the popular thing or widely accepted,

and yet this is what is best for students or for the greater good of the school system.”

Another lesson she learned from Jesus’ leadership dealt with persecution. She re-

flected on Jesus and how he simply wanted to help people, but he suffered great persecu-

tion as a result of his efforts. She was quick to state that she was not comparing herself to

Jesus, but she maintained that knowing he was often rejected helped her to deal more ef-

fectively with the rejection and criticism she faced when her intent to help was interpret-

ed in a different way. “He brought a very simplistic message, and I’ve drawn that com-

parison sometimes of, you know, we’re just trying to make sure kids learn at high levels.”

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When discussing her resolve to pursue the greater good regardless of the popularity or

acceptance of her decision, Andrea shared, “This, too, I have learned from Jesus’ leader-

ship.”

Seeking Spiritual Nourishment. In addition to being a servant leader, Andrea

avowed that her resiliency as a superintendent was the result of her commitment to seek-

ing spiritual nourishment. “Spirituality . . . is about keeping plugged in, staying nour-

ished spiritually.” A self-proclaimed naturally optimistic person, she attributed some of

her resilience to her positive view of life. “I’m a real optimistic kind of person . . . I re-

frame things pretty easily in terms of, ‘Well, that didn’t work, but okay, we just go on.’”

This attitude helped her to learn how to work through negative situations and realize,

“The sun will come up, and you regroup, and it’s okay. It’s okay.” However, her natu-

rally optimistic personality could only help her so much. She knew the core of her resili-

ence came from her spirituality, and as a result, she understood the importance of devel-

oping habits and taking time to replenish and nourish her spirit. Taking care of her spirit

gave her a sense of tranquility and serenity. It quieted the business and stress often re-

sulting from the political, financial, and relational issues associated with the superintend-

ency.

Having a system of support. One of the habits she relied on to help her replenish

her spirit was the support she received from family and friends, particularly those people

who shared her beliefs and philosophy of life. She did admit that having these confidants

had become more difficult as she progressed through the leadership ranks. The nature of

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her job, the fact that so much of what she knew and did had to be kept confidential, re-

sulted in a small circle of trustworthy friends and family. When discussing the realities

of her position, she plainly stated, “There are fewer and fewer people that you can trust.”

For example, having grown up as a pastor’s child and attending church regularly, Andrea

admitted that she understood the importance of the fellowship within the church and the

support the church body provided; however, just as her position limited the number of

people in her inner circle, it also limited the support she could have from her church

family. At church, she was still seen as the Superintendent rather than just another

church member. “When I go to church, I end up getting bombarded as the Superinten-

dent. It’s hard to separate the two because you feel like, ‘I came here to worship not talk

about your child’s third grade spelling test.’”

In regard to the small circle of trustworthy family and friends, she mentioned her

husband, her father, her pastor, and three co-workers as people in whom she could con-

fide. “Their best interest is always in the right place, and they get it.” Andrea had under-

gone some particularly difficult struggles during the early years of her superintendency,

and she attributed her ability to go through those times, in part, to the support she re-

ceived from others.

Knowing I had good, good friends and my husband, people I knew who were supportive, people who mattered to me . . . I didn’t have the masses of popularity, but I had people who mattered, who were supportive, and then you just survive it.

Knowing that she could talk with trustworthy people, share her thoughts and ideas, and

then get meaningful feedback from them helped give her the strength and resolve she

need to do her job.

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Prayer. Having the support of family and friends was indeed important to An-

drea; however, she shared that prayer was of utmost importance. In her journal entry she

wrote:

There are so many difficult issues and uncertainties that must be dealt with and because of this, I find myself in prayer many days, asking for guidance. I pray for guidance on difficult decisions or when things are gray and unclear. I pray for support during times in which I am criticized by others or have a heavy load to bear.

For her, prayer provided clarity, a sense of peace, and a sense of purpose. She would talk

with God, “praying for guidance and wisdom,” until she felt calm and understood the di-

rection she should go or the decision she should make. When remembering some of the

difficult situations she had endured, Andrea said she was sustained through prayers she

prayed for herself and the prayers others prayed on her behalf.

Because of the power she knew came through prayer, it was a daily part of her

life. “I pray when I come to work. I pray in the car. I pray between schools.” She

prayed for direction, she prayed prayers of thanksgiving, and she prayed for help.

I try to have moments where I think, ‘Okay, God, I got it. That’s what you are trying to tell me. I’m good.’ And I have moments, just good moments, where I’m feeling thankful, you know, like, ‘Gahlee, thank You, Lord, I mean You are so good to me. My life is so rich.’ And then I have moments where I think, ‘Okay, Lord, I need help. I can’t do this on my own.’ And so it’s that range and every-thing in between.

Knowing that she could talk to God, regardless of whether circumstances were good, bad,

or somewhere in the middle, provided her with a tremendous source of comfort and secu-

rity. Because she had so few friends and family in whom she could confide, being able to

talk with God through prayer was a sustaining presence in her life.

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Reading the Bible. Andrea valued reading the Bible as much as she valued pray-

er. When asked about what she did to stay spiritually nourished, she replied, “Probably

prayer and reading my Bible almost more so than anything else.” Admitting that she fell

short of reading her Bible daily, something she said she knew she needed to do, Andrea

did spend time reading the Bible several times during the week. “That keeps me plugged

in. That really feeds me.” In much the same way that prayer helped her, reading Scrip-

ture calmed her, gave her a sense of peace, and provided her with direction. She men-

tioned Job, Esther, and Psalms as particularly favorite books from the Bible that helped

her, especially the Psalms. “I seriously have read the Psalms over and over again just to

think about all . . . David wrote about.” Through these books, she learned how people be-

fore her had endured challenging situations and had had difficult decisions to make, and

their responses to such trials provided her with guidance and wisdom and helped her have

a healthier perspective about her own situation. When referring to the hard times Biblical

figured had faced, Andrea exclaimed,

Gosh, those things were so much more than what I am dealing with, so it also gives me perspective in terms of the little itty bitty things that I’m dealing with verses the bigger things people ahead of me have had to do.

Not only did Andrea read and study Scripture, but she also literally used verses

from the Bible to help her as a daily part of her work. She had compiled a few of her fa-

vorite verses, some written on index cards and others typed out. “There are several dif-

ferent key verses that I really love that help me.” Some verses she kept in her purse so

she would always have them with her. Others she had taped on the back of her name

plate so when she was sitting at her desk, the verses were always in front of her. She also

shared a story about having had verses taped on the board table where she sat during

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board meetings. During one particularly difficult year of her superintendency, she was

being strongly criticized because of the drastic change effort she was leading. This

change involved asking people to do things differently than what they had been used to

doing, and it involved making some hard personnel decisions. As a result, she was con-

fronted by opponents who did not want to change and did not agree with her direction.

They were very outspoken and so there was a lot of ‘Get rid of the Superinten-dent. We liked it the way it used to be’ kind of stuff, and that was amplified in my mind. And so I had a few board meetings where people came and just said horrendous things about me. I had a lot of criticism over that, and they didn’t know what I knew, and so that was tough.

It was during this intensely controversial period of time she taped some of her favorite

verses to the board table. One of these verses she pointed out was Proverbs 3:5-6: “Trust

the Lord with all your heart and lean not on your own understanding. In all your ways

acknowledge Him and He shall direct your paths.” Another was Philippians 4:6: “Be

anxious for nothing, but in everything by prayer and supplication with thanksgiving let

your requests be made known to God.” Her favorite verse of all was Hebrews 10:36:

“For you have need of endurance so that when you have done the will of God you will

receive what was promised.” This verse was inscribed on a plaque that included a statue

of children. This plaque was given to her as a gift and was placed in her office as a con-

stant reminder of God’s promise to her.

Having a personal relationship with God. Andrea ascribed her leadership resili-

ency to being a servant leader and to seeking spiritual nourishment; however, the all-

encompassing factor contributing to her resiliency was her personal relationship with

God. Her wanting to lead like Jesus, to be a servant, to live a prayerful life, to read and

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apply Biblical teachings, all of those practices in her life originated with her personal re-

lationship with God. For her, God was not a distant entity who had a hands-off approach

to her life, One who kept His distance and was beyond her reach; instead, He was the

God with whom she could communicate on a daily basis about anything happening in her

life. He was the God who would not only listen to her but also speak to her through oth-

ers, through prayer, and through Scripture. He was the God who was actively involved in

her life, providing her with a daily source of wisdom, guidance, and strength. Because

her God was a personal and eternal God, Andrea had the comfort of knowing He was al-

ways with her and would give her the divine intervention she needed to do the job she

was called to do. Her superintendency was her “mission,” her “calling,” and she had

faith that God would help her fulfill that mission in the best way possible.

A daily relationship with God. For Andrea, a personal relationship with God went

hand-in-hand with having a daily relationship with Him. Spirituality was not a matter of

religion or church denomination. It went much deeper than names and organizations; it

went to the core of who she was. “I’m a United Methodist, but it’s not about denomina-

tion. A lot of people go to church or, you know, play religion, but it’s about a daily rela-

tionship.” Taking priority over her job and even her family, this daily relationship served

as the foundation for her life both professionally and personally. “My relationship with

God or Jesus would come before anything else, family even.” When discussing her daily

relationship, Andrea claimed that she strove to “keep that the center,” and when she did

that successfully, regardless of whether situations were easy or complex, she knew the

right resolutions would come. As long as she communicated with God on a daily basis

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and kept Him as the main source in her life, she knew she could withstand the challenges

connected to the superintendency.

Depending on God and following His direction. Having God as her center gave

Andrea a constant Source on whom she could depend. She had years of experience as an

educational leader; however, even with all her experience, she never could fully depend

on herself. She had her small, close group of family and friends; however, she admitted

even as much as they loved and supported her and shared her vision and beliefs, she

needed more. “You might depend on friends and family, but as good as people are, peo-

ple are not the constant.” For her, God provided that constant. Throughout her years as a

principal, an assistant superintendent, and a superintendent, she had learned to depend

less on herself and others and more on God, and this reliance had led to her having a

greater sense of peace.

I think I rely more on God. I think I am stronger spiritually, and I don’t know if that’s just a maturity thing, age thing, spiritual, or the job . . . but I think I rely more on God. I worry less. I’m just more dependent on God . . . I just think I have a greater peace about things.

Through this growing process, Andrea had learned to have faith in God to take care of

what was unknown to her and to do the best she knew how to do with the resources she

had. Along the way, she experienced God’s leading her through many difficult situa-

tions, so with each new situation she faced, she became more and more confident that He

would carry her through those as well.

The second component to depending on God required her being willing to follow

His plan. Relying on God to give wisdom and guidance did not automatically lead to fol-

lowing Him, but just as she had learned to depend on him, she had learned to be obedient

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to what He told her to do, and as a result, she believed strongly in following God’s direc-

tion. “You are supposed to follow the road signs and do what’s designed for you to do.”

In her journal entry, she commented,

I feel like if I am walking in the footsteps of Christ, things will go better---not that things will be easier, but I am on track for doing what He would have me to do and I know He will see me through. She admitted that complying with these beliefs often proved to be challenging,

especially when having to follow God and doing the right thing were not “popular or

widely accepted.” She understood that leading like Jesus and following God’s direction

necessitated her being willing to make difficult decisions and choices. She wrote, “There

are also times when moral leadership is required. I must do the right thing because it is

the right thing to do.” She mentioned a situation she encountered as a young principal

when she had to make difficult decisions regarding personnel issues. Her actions resulted

in an onslaught of public criticism. “It was very painful. I was criticized publicly in the

newspaper for doing that multiple times.” However, she examined her motives and knew

she was making her decisions for the right reasons, so she followed through with what

she knew she had to do. That situation early in her career taught her as long as she was

doing the right thing for the right reasons, she could do what needed to be done. “It made

me stronger and better and then I was able to take that experience, and it’s like a storm

kind of thing . . . the sun comes out and people like you.” Experience taught her that

even though being obedient and doing the right thing could be difficult, standing true to

her beliefs resulted in gaining people’s respect. Having that respect, she said, had had a

positive impact on her career because people were drawn to leaders who were willing to

make the right decisions even when such decisions were hard to make.

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Summary

The themes that emerged from examining Andrea’s spirituality as a factor of resil-

iency in her superintendency were being a servant leader, seeking spiritual nourishment,

and having a personal relationship with God. As a child, Andrea’s experiences as the

daughter of a minister stirred in her the desire to help others, to live her life committed to

meeting the needs of other people. This servant’s attitude led her to an elementary class-

room, an elementary principalship, and then to district leadership. Throughout these ca-

reer changes, her purpose remained constant: she had been called to serve. Regardless of

her title or her position, she was a servant. With each move her responsibilities in-

creased, she faced greater demands, and her realm of influence spread, but those changes

simply refined her resolve to put herself aside, to lead like Jesus, and to pursue the greater

good. As a classroom teacher, she began her career focusing on meeting the needs of

students and their parents, and 24 years later as a superintendent, her focus had remained

the same: she and her team were leading to serve and at the core of their service was do-

ing the greater good to meet the needs of students and parents.

Seeking spiritual nourishment emerged as the second theme in this case study. As

the Superintendent, Andrea was ultimately in charge of every facet of the school system.

Finances, personnel, transportation, special education, discipline, the list of responsibili-

ties went on and on. In addition to these responsibilities, she had her own family and the

responsibilities involved with being married and having children. Between her profes-

sional and personnel world, she had many demands on her; however, she had learned to

find the strength needed to be successful in both arenas of life. Because her spirituality

was at the core of her being, she knew the importance of taking care of that main part of

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her life. She found support through a small network of family and friends, people she

could trust who shared her beliefs and vision. She also purposefully spent time in prayer.

Communicating with God by sharing her thoughts, her confusion, and her concerns gave

her a safe source of release and provided her with time for reflection. Even though her

immediate world was often busy, hectic, and uncertain, through prayer, she could find

rest for her spirit. Closely akin to the peace she found through prayer was the calmness

she experienced while reading the Bible. Through Scripture she found models of leaders

who faced and successfully overcame great challenges. She found words of comfort and

promises of hope and goodness. As a result, the Bible served as a tremendous source of

spiritual nourishment for her.

The final theme emerging in this case was having a personal relationship with

God. Andrea admitted that this part of her life was the foundation for her life. Every-

thing else worked because she had a personal relationship with God, spent time with Him

on a daily basis, was dependent on Him, and was committed to obeying Him. This rela-

tionship did not exempt her from difficulties and trying times; however, it did provide her

with a constant Source of support at all times regardless of the state of her circumstances.

Human resources could be exhausted, but the eternal resources coming from God were

faithful and never-ending. As a result, throughout her career, she had learned to seek

God, to listen to His wisdom and direction, and to respond in obedience to His guidance.

Though difficult at times, Andrea insisted that her determination to follow His plan was

key to her success in the superintendency and in life in general. Many situations she en-

countered she did not know how to respond, even with her years of experience; however,

she had learned through multiple occasions that she could depend on God and his Wis-

86

dom to equip her with the resources she needed to fulfill her call. Her being in the super-

intendency was a part of God’s plan for her life, so she could depend on Him to help her

do the job He had called her to do.

Case Study 2: Superintendent B

Opening Vignette 2

It was a Monday morning, and the Southern summer humidity had already begun

to make its presence felt before I entered the front door of the Blanchard Board of Educa-

tion. Immediately welcomed by the receptionist, I was asked to have a seat in the lobby

until the Superintendent, Becky, was ready. As I waited, I admired the renovated facility

featuring a modern design. Hardwood floors reflected the stone and glass that were used

on the walls and ceilings. Live plants complemented the scene, giving the room a natural

feel. Waiting only a very few minutes, I was soon greeted by the district leader, a petite

lady with a welcoming smile and hospitable nature. She briefly shared with me that one

of their staff was battling cancer and had had a particularly difficult weekend. As a re-

sult, the other staff members had come to work with heavy hearts. She apologized for the

serious tone but explained that they were a family, so when one member suffered, they all

suffered.

Because I arrived at the very beginning of the workday, I had the opportunity to

witness the beginning of the daily routine. Becky shared with me that they met every

morning to pray before they began work. They all gathered in the lobby, shared prayer

requests, and started their day together in prayer. She invited me to join them as they

prayed this Monday morning, and I gladly accepted the invitation. I listened as staff

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members who had visited or spoken with their sick co-worker gave updates on her condi-

tion. Many were overcome with emotion, crying as they spoke and listening to news they

simply could not believe. After the sadness continued for a few minutes, someone com-

mented that Julie would not be happy to know everyone was standing around crying for

her, and if she were there, she would quickly tell them to dry up the tears and get on with

their day. This comment caused smiles and laughter, and for a moment, the sadness was

replaced with lighter spirits. Once everyone who wanted to speak had been given an op-

portunity to share, Becky led her team in prayer. In the lobby of the Blanchard Board of

Education, a public school system, the Superintendent stood with her team and prayed

for God’s healing, God’s protection, and God’s wisdom. Once the prayer ended, every-

one dispersed and began his or her duties for the day, knowing that tomorrow, s/he

would gather once again at the same time and the same place to pray for the school sys-

tem.

The Setting

The Blanchard School System Board of Education sits nestled among hundred

year old trees on property that covers an entire block in the historic part of a small town.

The three-story brick building, almost as old as the trees surrounding it, is brought to life

by the bright green grass that leads up to it on three sides. A parking lot is on the fourth

side. Even though the exterior is old, the interior renovations have resulted in a contem-

porary office space with customized, well-appointed features including natural stone,

hardwood floors, and glass. To add a personal touch to the space, student artwork is dis-

played throughout the office.

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The school system has an enrollment of approximately 2,100 students in kinder-

garten through twelfth grade. The average family income in the community is $59,188

with about 15% of the population living below the poverty level. The racial composition

is as follows: 91% White, 5% Black, 2% Native American, and 2% other.

The Participant

Becky began her 37-year career in education as a secondary English teacher, a po-

sition she held for 18 years before becoming a supervisor of secondary education. Fol-

lowing that position, she served as a director of special education. After working in that

“burn-out program,” Becky entered the post-secondary realm as an associate professor at

a 4-year university. She worked in this capacity for two years and then returned to the K-

12 setting to accept an administrative position at the district level. She spent several

years in this position before retiring and returning to the post-secondary world as an ad-

junct professor. During this time, Becky became interested in earning the certification

necessary to pursue the superintendency, so she began a 50-hr internship as part of this

certification process. While fulfilling these hours, she was asked to fill-in for a special

education director who was on medical leave. Willing to help, Becky accepted this tem-

porary assignment. Her superintendent at this time spoke with her about an opening in

curriculum supervision and asked her if she was interested. Once again, Becky agreed to

take on this new role. Within that same year, the Superintendent had to leave due to

health reasons, and through a chain of circumstances, Becky was appointed to be the Su-

perintendent of Blanchard Schools, a position she had held for 8 years.

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Themes

An analysis of the interview transcripts, the written journal response, and the of-

fice artifacts resulted in the emergence of the following themes: Being a servant leader,

seeking spiritual nourishment, and having a personal relationship with God. These

themes, along with the subthemes, are listed in the following table (see Table 2).

Table 2 Themes and Subthemes of Spirituality as a Factor of Resiliency: Superintendent B

Themes and Subthemes Being a Servant Leader Seeking Spiritual Nourish-

ment Having a Personal Relation-

ship with God Giving Back

Being a Witness Having a System of Support

Prayer Reading the Bible

Following God’s Plan Depending on God to Lead

Being a servant leader. One of the main themes to emerge from Becky’s inter-

views, journal entry, and artifacts was being a servant leader. She believed God opened

the door of leadership for her so she would have the opportunity to help other people on

both personal and professional levels. “His purpose for me was to end up being in a

leadership role where I could influence what kind of educational programs students here

had and personally, maybe I could influence people to know Jesus Christ.” Her work in

the superintendency was not about the position she held; it was about the good she could

do for others through her system. In her office, she had statues of angels representing her

belief that God’s angels surrounded her, protecting her and guiding her. In a similar way,

her superintendency was a divine appointment for her to fulfill by protecting and guiding

those persons God had entrusted to her care. She felt a tremendous sense of responsibil-

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ity as she led by serving, knowing that her purpose went much deeper than being a fiscal

manager, a political figure, and a business woman. Her true purpose was to live out a di-

vine call to serve the families in her system.

Giving back. “The only reason I went into education: I truly wanted to give

something back.” The impetus for Becky’s choosing to pursue this career in education

stemmed from her childhood. She lived through a very difficult childhood and experi-

enced a challenging adolescence as well. Life in general was not easy for her, and that

reality made her school experience difficult at times. Fortunately, a compassionate edu-

cator was placed in her life, and because he took the time to invest himself in helping her,

her life was forever changed. “A principal actually changed my life. He gave me some

extra time to finish some courses one summer and stay on track.” This experience in-

stilled in her a desire to give back, to help others. She knew that schools were filled with

many other students who had difficult and challenging life situations similar to hers, and

she wanted to help them in the same way her principal had taken the time to help her. “I

knew there were other kids out there like me, and I thought, ‘Well, you know, maybe I

can help somebody else.’ And so, I went into education for that reason.” Before her first

degree was earned, before she had even graduated from high school, Becky knew she

wanted to live a life of service, a life in which she could give of herself and her abilities

to make life better for others. For almost forty years, she had been living out this life of

service, beginning as a substitute teacher and never knowing that one day she would be

the Superintendent; however, throughout all her changes in roles and responsibilities, this

desire to help others, the desire she first realized as a high school student, had withstood

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the test of time, had endured all the changes in her life, and still motivated her to continue

giving back.

Being a witness. One of her greatest acts of being a servant and helping others

was being a witness for Jesus Christ. As a Christian, Becky believed it was her responsi-

bility to share her faith and live her life in a way so others would want to know the God

she served and have their own relationship with Him. She did not consider witnessing to

be part of her duty as Superintendent; however, as a Christian, she did indeed believe it

was her duty.

I think we have an obligation to let people know how much we believe in God and that He really did sent His Son to die on the cross to save us because if people out there are not saved, they are not going to Heaven, and I think it’s an obligation that every Christian has, not every Superintendent, but every Christian has to be a witness.

Becky wanted to live her life, both professionally and personally, in such a way that peo-

ple knew she loved God and trusted Him. Her witness was more important than just talk-

ing to people about God; she believed she had to “live it” in order for her witness to be as

powerful as it should be. It was not a matter of talking about loving God and trusting

him. It was about living a life that exemplified that love and trust.

Part of this example also involved her commitment to being a role model. She be-

lieved superintendents should be role models for their co-workers as well as for the stu-

dents in their system. For this reason, she took her role as a witness very seriously and

did not want to do anything in Blanchard or away from Blanchard that would harm her

witness. “Being a witness is not something to be taken lightly . . . I can’t do things in my

life that I will be ashamed of somebody else to see somewhere else and be a witness.”

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She gauged what was acceptable in her life by what she read in the Bible, and she tried to

live in such a way that she would never be embarrassed to have Jesus right beside her

watching her do whatever she was choosing to do regardless of where she was. How se-

riously she took this responsibility was revealed when she was asked if she believed her

being a witness for Jesus Christ superseded her position as superintendent. She gave a

straightforward response: “Yes. Yes. And if they told me tomorrow that I couldn’t be a

witness and have this position then I would make that decision, and I would know that

God was in control.”

Seeking spiritual nourishment. The second theme emerging from the data in this

case was seeking spiritual nourishment. She wrote in her journal entry, “Spirituality is

not a separate department of life to me. Spirituality means that I know God is there in my

life.” However, religion rather than spirituality was the driving force in her life. While

discussing her spirituality, Becky elaborated on her thoughts about religion, and through

this discussion, she revealed the importance it played in her life. Closely akin to her def-

inition of spirituality, religion, Becky stated, was her belief in God as the Higher Power

in her life, and this belief governed her life. It defined what she did and who she was,

and spirituality was a component of that religion. Spirituality was the knowledge of God

and the belief in God, while religion was the relationship she had with God.

Because Becky believed her religion to be “a very personal thing that governs my

very being,” she invested time in seeking nourishment to strengthen her faith. She under-

stood the demands of her job, and as a wife, mother, and grandmother, the demands of

life in general and the draining toll that each could have on her; therefore, she was com-

93

mitted to taking care of her soul and spirit so she would be equipped to be not just a suc-

cessful leader but also a successful person. “I am growing in my faith all the time, and it

certainly guides everything I do in this school system.” She, however, did not want to be

strong in her faith solely because she was a superintendent; she wanted to be strong in her

faith because she was a person who believed in God and was committed to being His

servant. She wanted to be strong in her faith because, as she wrote in her journal, “It de-

fines what I do and who I am.” It was about her purpose in life not just about her posi-

tion in the school system.

Having a system of support. For Becky, her years in education, particularly in

leadership, had taught her to value the support of family and friends. “I’ve learned that if

you have people that you trust that you can call and confide in, and you have God to turn

to, then you will get through it.” She admitted, however, that there were very few people

in her life in which she could confide and trust. “I guess I can count on one hand, a few

fingers, those that I really depend on and trust.” As Superintendent, she understood the

isolation stemming from her leadership position, and she knew she had to be careful with

the relationships she had and the degree of openness within those relationships. Her posi-

tion made her privy to confidential information and a target for individuals with personal

agendas, and both realities caused her to live a very guarded life. “You know, you’ve

always heard, ‘It’s lonely being at the top.’ That is true.” She, however, had learned long

ago to accept this fact, believing the social sacrifices were worth being made because of

the greater rewards resulting from such choices. What was a particular comfort to her

was knowing that even though she had chosen to avoid being a part of the social circles,

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she had her family as a constant source of support. “Family has always been a first thing

with me. It’s been my life,” and, therefore, she was able to be content and gain the spir-

itual strength she needed from these few important relationships.

Prayer. Becky testified that prayer had always been an important part of her life.

Through prayer, she communicated with God “about lots of thing,” asking Him for guid-

ance and direction. The daily time of prayer she and her staff had together each morning

before they began work epitomized the value she placed on prayer. Life and work had

taught her that regardless of the number of degrees or certifications she had, regardless of

all the different positions she had held, and regardless of the years of experience she had,

she did not, nor would she ever, have all the answers to all the situations she would face

as an individual or superintendent. As a result, she prayed.

I pray because I really believe that God hears every prayer and that He answers it. It may not be on our time schedule, and it may not be the answer we expected, but He answers it. And what we get from prayer is, I get a sense of peace, knowing that there is Somebody besides me in control of what’s going on, Who’s guiding every decision I make and everything that happens.

Prayer taught Becky to be a stronger person and a stronger leader. She admitted

to praying about every major decision she had to make, and even though she found great

comfort and peace in prayer, she had gone through enough experiences to know that

prayer did not automatically mean situations would be easily or quickly resolved. She

mentioned a particular personnel situation she was unable to resolve, and as a result, the

system was sued, so she had to go to court. In regard to the personnel decision, she knew

she had made the right choice for the school system, and it had been a prayerful decision;

however, she still was involved in fighting through a battle before a resolution could be

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reached. She reflected about the day she had to appear in court: “I prayed before that

morning that I went that whatever happened God would get me through in the least

amount of anguish possible and help me tell the truth and answer the questions as best I

could.” She went on to say that throughout the process of that day, she and the plaintiff

had multiple opportunities to talk privately with each other and work through some of the

frustration and difficulties manifested during the time leading up to that court date.

Becky did not want to be in court because she knew she had made the right decision, but

she knew she could still depend on God to help her. What she learned through that day in

court was that God provided opportunities for relationships to be healed, and as a result,

leadership in the school system became stronger and healthier. Her original prayer had

been for God to resolve the situation without litigation; however, that prayer was not an-

swered in the way she wanted. After going through the court experience, though, Becky

knew God still answered her prayer for His help. He just provided the help in an unex-

pected way.

This one experience, as well as countless others throughout the years, had resulted

in her knowing, “Every time I go through something and I pray about it, it may not nec-

essarily turn out like I wanted it to turn out, but something comes out of it that makes me

stronger and makes me able to cope.” Through prayer, Becky’s faith had grown and that

had contributed to her resiliency in leadership. She had learned not to equate prayer with

easy or quick resolutions to problems; instead, prayer had taught her to have confidence

in God’s ability and timing.

I guess prayer for me is I know God’s going to give me the strength to get through whatever it is, and however it is I am going to be able to handle it, whatever it is. I’ll have the strength to handle whatever happens, and that’s how I do my job

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here. I do the same thing whether it’s litigation, or hiring personnel, or trying to figure out how to stay afloat with the finances. That’s how I do it. Reading the Bible. In addition to being spiritually nourished through family and

friends and through prayer, Becky depended on reading the Bible for support. When dis-

cussing her spiritual growth, she admitted, “A lot of it has been through reading the Bi-

ble.” Scripture provided her with many examples of individuals who faced difficult and

challenging situations, but even though their circumstances seemed almost overwhelm-

ing, they still had faith in God and His ability to help them. These examples of faith and

seeing how God intervened in their particular situations gave Becky strength she needed

to deal with complicated realities in her own life. She specifically mentioned Job as one

leader from the Bible who served as a model for her to follow. Job was a wealthy man

who lost everything including his children, his possessions, and his health. What Becky

learned from Job, though, was that regardless of these seemingly unfair and devastating

events, “He loved God, and he believed.” As a result, God took care of him by restoring

his family, his possessions, and his health. Paul served as another example she admired.

He was imprisoned and tortured because he followed his convictions, doing what he be-

lieved was right, and even though he experienced such suffering, he stayed true to his

faith, and God took care of Him in those times of suffering. Finally, Becky mentioned

Jesus’ disciples as other Biblical examples of individuals who endured great struggles,

depending on God to help them. Through these examples, Becky found “strength every

day” to be the person and leader she was called to be.

She said reading the Bible also taught her how to live her life without constantly

being afraid of what might happen. As Superintendent, she knew the safety, health, and

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success of her school system depended on students’, teachers’, parents’, and community

members’ choosing to work unselfishly together. It depended on people’s making good

decisions at all times and doing the right thing in every circumstance. Understanding that

neither of these two needs would consistently be met and problems would be the natural

result of that, Becky could have lived in a constant state of stress and fear, worrying

about what might happen next, but she did not. Instead, she chose to believe the promis-

es Jesus made in the Bible. She specifically mentioned this promise Jesus made to his

disciples in Matthew 28:20 as a particular source of encouragement to her: “’Lo, I will

be with you always, even to the end of the world.’” Also, Jesus’ Sermon on the Mount in

Matthew 5-7 gave her further assurance that God would protect and guide her. Overall,

reading the Bible nourished her because through the examples in scripture she realized,

He’s there, and you don’t have to be afraid of death, and you don’t have to be afraid of what somebody says about you if you’re doing all you can because you know that Jesus is there, and the Bible gives you so many examples of what other people went through and how Jesus was there to take care of them. Having a personal relationship with God. Becky attributed her ability to do her

job well to her close relationship with God, confidently asserting, “If you don’t have reli-

gion and spirituality, and you don’t have a close relationship with God, you are going to

have major problems because you are not going to be able to do your job.” She shared

that she had gone to church all her life. Her father had been a deacon in the Baptist

church, so she “was there every time the doors were open.” Even though she was bap-

tized at the age of nine, she confessed she did not believe she actually became a Christian

until many years later in life after she was married. A tragic event caused her to evaluate

her personal spiritual condition, and she realized she needed to make changes in her life.

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One of her best friends was killed in a car accident, and her friend had a little boy who

was the same age of her oldest son. This untimely death led her to think, “’That could

have been me. Why was it not?’” What she realized through this process was that her

friend was eternally prepared to die, but she was not. At that point, she began a true per-

sonal relationship with God, one that involved more than just the religious tradition of

going to church. She began an active relationship, one in which she communicated with

Him, seeking His direction and guidance through prayer and reading the Bible.

Following God’s plan. Becky believed God had a divine plan for every life re-

gardless of whether individuals admitted their belief in God or His plan.

I believe God has a purpose for everyone . . . and sometimes the purpose you have is not the first choice you make, but I think if you give Him your all and you be-lieve that He’s going to guide you and lead you, and you ask for Him to control your life and you just turn it over to Him, then whatever purpose is there for you, regardless of whether you’re 65 years old or 15 years old, you’re going to find that purpose . . . You are going to have stumbling blocks all along, and you’re go-ing to have hurts and disappointments, but something good and positive comes out of every one of them, and that’s why I believe that there is a purpose in every life, and God will reveal it to you if you trust Him.

She had first-hand knowledge of experiencing God’s working out His plan. She fully be-

lieved her being in Blanchard in the superintendency was the result of God’s opening up

that position and leading her to it. Looking back on all the steps she went through to get

to where she was, she knew “it was God’s plan all along.”

With all the different positions she had held throughout her almost ten-decade ca-

reer, Becky revealed that she had only applied for two of those positions: her very first

teaching position and her current position as Superintendent. With all the other positions,

doors were opened for her. She remarked, “I never even had to apply. They came to me.

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I think that was God. That was God working it out.” So, she felt like it was God’s plan

for her to be the superintendent. All her experiences prepared her for the next position

she took, and God, she believed, orchestrated each of these moves. She found great com-

fort and strength in knowing that she had not had to manipulate situations to design her

own career path. “God watches over me and provides a leadership path for me.” Be-

cause she had not sought the positions she had held, she knew God was responsible for

placing her where she was, and if He wanted her in a particular position, then He would

certainly give her the strength and wisdom to carry out the duties of that position.

Depending on God to lead. “I can get through anything with God leading me.”

Becky plainly stated this personal life truth in her journal entry. She said she could not

imagine being a superintendent and not having God to depend on for guidance and wis-

dom. Too many uncertainties and too many issues face superintendents; therefore,

throughout the years, she learned that her steps and her decisions must be directed by

God. Becky had dealt with many difficulties, on both personal and professional levels,

she had never imagined would have come her way. Some problems were short-lived;

however, some lasted for long spans of time. Regardless of the duration of the events,

these trying times taught her,

There are things you can’t handle by yourself . . . There comes a point when you’ve got to realize you can’t do it under your own power . . . You can dwell on it, and you can agonize over it, and you can make yourself sick over it, or you can pray about it and think about it an come to the conclusion, let it go . . . Turn it over to a Higher Power, and let it go, and that’s what you have to do. Knowing that God led her gave Becky a sense of peace. If He was in control of

the situation, then she knew that He would work out the details for what would be best.

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She said trying to make decisions apart from God’s guidance resulted in poor decisions

which ultimately resulted in making others angry. As a superintendent, she learned

quickly that most everyone who came to see her usually came with a personal agenda and

selfish motives. If she simply followed the requests of others without seeking direction

from God, she said the school system would not get the best, and everyone would suffer

the consequences of her decision. With God leading, however, she knew she would make

the right decisions, and regardless of how others responded or reacted, she would be able

to endure the consequences of those decisions because God would work out the particu-

lars to ensure the best for the system.

A crucial component of being led by God involved her willingness to always do

what was right and fair; she could never concern herself with what might be accom-

plished for her as an individual. Becky was fully committed to doing the right thing and

telling the truth, and consistently adhering to these personal values and beliefs had helped

her earn the respect and trust of the people in Blanchard. Knowing that she was as truth-

ful and unselfish as she knew how to be and knowing that she had let God lead her deci-

sion-making enabled Becky to have faith that God would take care of her and the school

system. “If you have God to turn to, then you will get through it. It may not be the end

result you would hoped for, but you will get through it.” Becky continued, “I believe that

spirituality and religion are at the core of a Christian, and that person can be resilient in

the toughest personal or professional situation because God is leading in everything.”

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Summary

The themes that emerged from examining Becky’s spirituality as a factor of resili-

ency in her superintendency were being a servant leader, seeking spiritual nourishment,

and having a personal relationship with God. For Becky, the impetus for her leadership

stemmed from her desire to give back to others in ways that would improve their quality

of life. She wanted to help, and she believed God placed her in the superintendency so

she could serve Him by helping others. She had challenging times as a child and adoles-

cent, and an educator made a positive difference in her life, so she wanted to live her life

being an advocate for everyone under her care, but especially those children whose life

may have been difficult. Her desire to serve, however, extended beyond the realm of

public education. As a Christian, she was adamant that her life, private and public,

should be a witness of Jesus Christ and the eternal salvation in which she believed came

through a relationship with him. Her duty as a Christian, regardless of her position as su-

perintendent, was to be a witness of this truth in her life so others would want to have

their own saving relationship with Jesus.

The second theme to emerge in this case was seeking spiritual nourishment.

Becky knew that she was called to care for other people, but if she were going to provide

this care effectively, then she must take care of herself. Even though her position as su-

perintendent resulted in a certain level of isolation, Becky admitted that having a very

few close family and friends served as one source of spiritual nourishment for her. She

trusted these individuals and knew she could depend on them to support and encourage

her. A major source of spiritual nourishment was prayer. Becky was committed to living

a prayerful life because communicating with God, talking and listening to Him, gave her

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peace and comfort. Throughout her life, God had never failed to answer her prayers.

Even though some answers were not what she had expected, she realized the answers

eventually resulted in the best resolutions. In addition to prayer, Becky also read the Bi-

ble. Learning from Jesus, his disciples, and other Biblical leaders strengthened her faith

and helped her realize God cared for others and protected them, and He would do the

same for her.

The final theme from this case was having a personal relationship with God. As a

child, Becky went through the ritual of baptism, but her personal relationship with God

did not begin until she was an adult. Through prayer and studying Scripture, she devel-

oped a powerful personal relationship with God, and that relationship combined with her

belief that God had a divine plan for every life caused her to live her life in complete de-

pendency on God. She wanted to live being led by God and His direction for her because

she knew as long as He was leading her then she could effectively lead others. She be-

lieved the superintendency was too big of a job to do without divine intervention, so the

only way she could manage a school system and be the leader she needed to be was for

her to choose to follow God’s lead. Through leading by following, Becky knew God

would direct and protect her system, and this faithful knowledge gave her peace and as-

surance.

Case Study 3: Superintendent C

Opening Vignette 3

Christmas was approaching in a town outside Richmond, Virginia, in the 1970s,

and Karen, a middle school student at the time, was looking for a way to share her

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Christmas spirit. Even though she was still a child herself, Karen decided she wanted to

help a needy child. She talked with her mom and let her know about her intentions, so

her mom made a phone call to a contact in downtown Richmond. Before long, the plan

was set in motion, and Karen was given the name of a child to sponsor. Benita, an Afri-

can American child who lived in the housing projects in downtown Richmond, would be

the beneficiary of Karen’s Christmas spirit.

Excited by the fact that her Christmas wish was coming true, Karen began work-

ing to make Christmas extra-special for Benita. She loved to sew, so she began sewing

lots of clothes to give Benita; however, understanding that children are not always over-

joyed to get clothes for Christmas, Karen knew she wanted to buy Benita some toys too.

She had been working hard to save her money, and she decided to use all of her savings

to buy gifts for the little girl. Pleased with the clothes she had sewn and the gifts she had

bought, Karen was ready to deliver the presents to Benita, so Karen’s parents took her

downtown to Benita’s house so the girls could meet each other and Karen could give

Benita the gifts. Recalling the events of the day she was able to give Benita the gifts, Ka-

ren said, “That was a big moment for me seeing how much self-satisfaction I got in help-

ing others.” Little did Karen know that her spirit of helping others would one day lead

her to the Superintendency of the Maxwell School System.

The Setting

The Maxwell Board of Education sat on the corner of a block in a downtown area.

Even though it was surrounded by concrete and asphalt, the building was brought to life

by late spring blooms of flowering plants and shrubs arranged around its perimeter. In-

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side, a small waiting area was filled with brochures and pamphlets highlighting the many

successes the students and staff of the Maxwell School System had achieved.

With approximately 2,700 students in grades K-12, the Maxwell School System

represented a community with following racial composition: 96% White, 3% Black, and

1% other. The mean family income was $62, 264 with about 13% of the population liv-

ing in poverty.

The Participant

Karen’s 25-year career in education began when she became a middle school

math teacher, a position in which she served for 1½ years. After leaving the middle

school setting, Karen accepted a high school teaching position where she taught math for

4 years. During her time as a teacher, one of her assistant principals encouraged her to

pursue a career in school administration. Adhering to the advice of that assistant princi-

pal as well as other important mentors in her life, Karen left the classroom and became a

high school assistant principal. After serving in this capacity, she accepted her first prin-

cipalship at a middle school before serving for 4½ years as a high school principal. She

resigned from this second principalship to serve as the Superintendent of the Maxwell

School System, a position she had held for 5½ years.

Themes

An analysis of the interview transcripts, the written journal response, and the of-

fice artifacts resulted in the emergence of the following themes: Being a servant leader,

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seeking spiritual nourishment, and having a personal relationship with God. These

themes, along with the subthemes, are listed in the following table (see Table 3).

Table 3 Themes and Subthemes of Spirituality as a Factor of Resiliency: Superintendent C



ship with God Helping Others

Serving Through Teaching

Maintaining Balance Reading the Bible

Prayer, Meditation, and Re-flection

Having a System of Support

Knowing Who I Am Depending on God and Fol-

lowing His Direction

Being a servant leader. One theme emerging from the various pieces of data was

being a servant leader. She stated, “I came here to serve as superintendent.” Karen’s

mission statement reflected her commitment to serving others through this leadership po-

sition: “My mission in life is to teach others a better way of life through love, education,

and by example using my gifts of teaching and leading.” She admitted to having spent a

lot of time constructing and refining her mission, but it was important to her because the

statement gave her focus regarding how she could best use her gifts in service to others.

“My mission statement is personal; it is my calling, and it serves as a constant reminder

of the person I want to be today and tomorrow.” Regardless of whether she was working

in her school system, at her church, or in the community, Karen considered it her duty to

use the gifts entrusted to her to make a positive difference in the lives of others. Her

leadership position was not about her being in charge or being in a place of prominence,

her superintendency was about being given opportunities to serve on a daily basis. These

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opportunities came through the way she treated people, the way she managed projects,

the way she responded to difficult situations, and the way she represented herself, her

family, and her school system.

Being a servant leader was a natural part of who she was rather than something

she did because it came from her spirituality, and for Karen, her spirituality was “every-

thing.” She shared, “My guiding principles are based on my spirituality,” so everything

she did was based on her spiritual foundation. Defining herself as a planner and a goal-

oriented person, Karen shared, “My spirituality guides me because from my spirituality I

develop my goals and objectives, and those goals and objectives guide my work every

day.”

Helping others. Karen’s desire to help others began when she was a child. She

admitted, “I always wanted to just help other people.” As early as fourth grade, Karen

began to realize the good feelings she had just knowing she had been able to use her gifts,

talents, and resources to help others. Having a strong proficiency in math, she accepted

the invitation from her fourth grade math teacher to come to school early to tutor younger

children who were struggling in the subject. When reflecting on her middle school years,

she recounted the self-satisfaction she felt when she sewed clothes, bought gifts, and took

those presents to Benita. As she became older, she began working as a candy striper at

the local hospital and realized how fulfilling it was just to do something as simple as tak-

ing ice water to patients. These experiences made her believe she would either choose a

career in the medical field or in education.

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Once she began carefully considering her career path, Karen realized she was be-

ing called to serve as an educator. Her proclivity for math led her to the secondary class-

room as a math teacher, and it was through the affirmation of her co-workers that she was

led to administration. Regardless of her changes in positions, though, Karen said her

calling to education “was more about helping other people, and I think that that does re-

late spiritually, you know. That’s your inner fulfillment and what you feel like you were

called to do.” Whether she was in the classroom, in the principalship, or in the superin-

tendency, Karen was driven by her desire to serve, her desire to help others.

At an early age, Karen felt called to help others, and even after almost 25 years in

education, she still felt that same call on her life. As she reflected on her career she

commented, “Through the years I’ve always tried to turn around and help someone com-

ing behind me because I’ve had people who’ve helped me.” She said because she devel-

oped a reputation as one who was willing to take the time to help others, people reached

out to her for advice and guidance. Helping individuals led to helping small groups

which eventually led to presenting “a thousand workshops.” Throughout all these expe-

riences, Karen had accumulated countless resources, so, once again, in an effort to help

others, she decided to write a book so people would have access to all the lessons she had

learned. Realizing she would not work forever, she wanted to prepare a permanent re-

source others could use to help them work through their own experiences. In an effort to

continue fulfilling her life’s mission, Karen once again used her gifts to try to help others

have a better life by writing a book and living out her belief that “the written word is the

most powerful form of communication because it is everlasting.” Appropriately, Karen

used her written word to reiterate her belief in the importance of helping others. She ded-

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icated a section of her book to the importance of providing service to others, and in this

section she wrote, “We need to look outside of ourselves and search for ways to help oth-

ers.” Through her book, her belief in helping others was forever recorded.

Serving through teaching. Regardless of her changes in position throughout her

career in education, Karen still considered herself to be a teacher, and she continued serv-

ing others with the same servant spirit that had led her to her first teaching position. Even

though she now sat in the Superintendent’s office as the leader of the Maxwell School

System, in her heart, she still considered herself to be a teacher who had been blessed by

God to have the opportunity to help others.

I am a teacher, and I am proud to say so, for I know that teaching, the ability to teach, is a gift from God, and I know that it is He Who gave me this unique gift, and through the years I’ve used this ability in different capacities. Now, I am just a teacher of principals more than a teacher of students. But it’s just all about working together and helping each other have a better life. Once a middle school math teacher, Karen had now taken on more of a mentoring

role. In her book she discussed how as a principal she served as a mentor for teachers

who aspired to be school administrators, and she helped principals who had just begun

their careers in educational leadership. Karen, after reflecting on her time as a principal,

provided this note of encouragement in her book for current or future school leaders:

The principalship has been rewarding for me, and I encourage its pursuit to lead-ers who long for the opportunity to make a difference in the lives of children. Serving as principal gives the educator the opportunity to lead efforts to create a vision, implement change, and, ultimately, positively improve the life of a child by creating learning environments that are inspiring and productive.

Far removed from the middle school math classroom, Karen still continued to answer the

call to serve others through her teaching. Even now, as a superintendent, she continued

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to work with principals to help them develop and refine their leadership skills. She con-

tinued to be a teacher.

Seeking spiritual nourishment. The second theme to emerge from analyzing the

interviews, journal entry, and artifacts was seeking spiritual nourishment. Because Karen

considered her spirituality to be the very foundation of her existence, taking care of her

spirituality ranked as the top priority in her life. “Spiritual balance provides the founda-

tion for all else and therefore, it is the most important area.” She believed time should be

spent each day replenishing and improving her spirit; therefore, she committed time in

her daily schedule to seeking spiritual nourishment. She wrote in her journal, “Time

must be set aside for daily renewal so as to give fully each day.” She knew she could not

be the leader she needed to be if the most important part of her life was not healthy. She

depended on her spirituality for sustenance, guidance, and comfort, and with the demands

of the superintendency confronting her on a daily basis, she recognized the necessity of

investing time in building her spiritual strength, even though she was fully aware of how

limited her time was each day. “I think regardless of how busy you are, you’ve just got

to make that time. And Steven Covey is right. I mean when you put the big rocks in first

in the jar, it always works out.” For Karen, the “big rock” in her life was her spirituality,

so she dedicated time every day to giving that component of her life first place in the jar.

Maintaining balance. Seeking spiritual nourishment came from her efforts to live

a balanced life. Karen believed being successful at the highest possible level depended

on having balance in the physical, intellectual, emotional, and spiritual components of

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life. After talking with countless numbers of people in leadership positions, Karen said a

common goal was “to extract the work ‘busy’ from our vocabulary.” Schedules, events,

and expectations could overwhelm leaders, so she concluded that maintaining a balanced

life could help leaders become more resilient. Living a balanced life helped leaders ef-

fectively manage stress, and managing stress, according to Karen, was imperative, espe-

cially in the superintendency. She adamantly stated, “If you can’t manage stress, you

can’t be a superintendent.”

In an effort to manage stress and be a successful leader, she acknowledged that

spiritual balance was of utmost importance; however, she also strove to have balance in

her physical, intellectual, and emotional components of life. She tried to eat nutritious

foods, rest, exercise, and get regular physical exams. For intellectual balance, she pro-

moted being a lifelong learner which meant “turning off the television” and taking more

time for reading and studying. She said every Sunday night was a television-free night at

her home. She and her husband would spend time reading, talking, or listening to music,

but watching the television was not allowed. This act also contributed to having emo-

tional balance because she was investing time in taking care of her home life. Her job

could easily have taken all her time, but Karen wrote that she had learned to cherish her

family and friends and set aside quality time to spend with them.

Emotional wellness also stemmed from focusing on the positive and refusing to “let the

small percentage of complainers make you feel defeated.” Living a thankful life and

concentrating on one day at a time also served her well.

One of the most significant ways she had learned to stay emotionally healthy and

balanced was through forgiving others. “I’m resilient because I believe in forgiveness. I

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believe in not holding grudges.” She promoted beginning every day with a clean slate

and used the Bible and Leviticus 14 as an example of the importance of forgiveness. This

passage referred to the Day of Atonement or Yom Kippur and the opportunity people

were given to start over. Being committed to living a life of forgiveness kept her from

being weighed down emotionally.

I think I’m resilient because I don’t have anything all loaded up on me. I don’t have emotional issues with anybody. I’m not mad at anybody. I don’t hate any-body. I love the people I work with. I get disappointed, and I may not agree with a Board member or something, but I think when you have that forgiveness in check and you know where to place your problems, you’re not carrying them around with you all the time.

Whether others ask for forgiveness or not, Karen said she had learned to practice for-

giveness every day, and this way of living had given great nourishment to her emotional

health.

Reading the Bible. As Karen worked to have balance in her life so she could live

spiritually nourished, reading the Bible became one of her greatest resources for renewal

and refinement. She used teachings from the Bible as her foundation for living and lead-

ing because she believed God’s principles through His Word were eternal and true, and if

she lived her life and made decisions based on those principles, she would be successful.

As part of her daily routine, she mentioned reading Proverbs. Because of the structure of

this book, she was able to read one chapter for each day of the month. The book has 31

chapters and “is filled with wisdom from King Solomon, the richest and wisest man who

ever lived.” She noted Proverbs 3:5-6 as being one of her favorite verses from this book:

“’Trust in the Lord with all your heart and lean not on your own understanding; in all

your ways acknowledge him, and he will make your paths straight.’”

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Her decision to put a strategic planning committee in place when she first began

to serve in Maxwell was due in part to her belief in Proverbs 15:22, “Plans fail for a lack

of counsel,” Proverbs 29:18, “Where there is no vision, the people perish,” and Proverbs

27:17, “As iron sharpens iron, so one man sharpens another.” She wanted to make sound

decisions and lead the school system in a successful direction, so based on her belief in

those Proverbs, she knew she needed to surround herself with people who could provide

her with wise counsel.

Not only did Karen read and study the Bible privately, but she also made this

source of spiritual strength a part of her public life. She and her husband co-taught a Bib-

lically-based financial management course at the church they attended. When speaking

in public, she often used references from Scripture.

People are scared to quote from the Bible. I do it practically all the time when I speak in public, and I always have people who come up to me and say, ‘It’s so re-freshing to hear a leader quote the Bible.’ I don’t quote, “Repent and be baptized every one of you,’ but I’m not afraid to tell the story of the Good Samaritan when I am talking about servant leadership.

She considered Jesus Christ to be “the master Teacher,” and because she defined herself

as being a Christian who was a teacher, she found great strength and wisdom in the Bible

and Jesus’ teachings. At the time of the interview, she was currently writing a book

based on the wisdom found in Proverbs and how leaders could be strengthened and guid-

ed by adhering to the lessons promoted through this book.

Prayer, meditation, and reflection. In addition to reading and studying the Bible,

Karen contended that prayer, meditation, and reflection played an important part in her

spiritual well-being and resiliency as a leader; therefore, she purposefully planned time

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each day to engage in these acts. She wrote, “Let’s be candid: Most of us are pounded

with stimuli from the time our feet touch the floor in the morning until we drop exhausted

into the bed at night.” As a result of this reality, Karen provided these words of encour-

agement:

Take a few minutes to embrace silence and just ‘be.’ Do not automatically turn on the radio or music in the car. Perhaps this is a good time for silent reflection as you travel from one location to another---whether in the morning, during the day, or at night.

She maintained the time and place were not nearly as important as taking the time and

finding the place to have quiet time to be still and rest.

Even though prayer, meditation, and reflection served as regular parts of her daily

routine, Karen also noted specific ways she used these spiritual acts to help her lead the

school system. She claimed, “I pray for His blessing upon this school system, upon our

teachers, our children. It’s part of everything I do.” When she went through difficult or

depressing situations or she had troubling decisions to make, she prayed to God . The

day before our second interview took place, the monthly Board meeting had taken place,

and a few people were terminated. Karen admitted to having woken up about 3 a.m. that

morning, concerned about the events that were awaiting her that evening. In those early

morning hours, she prayed, asking God to help her be prepared to do that work that was

ahead of her. She also discussed the importance of not making quick decisions, but in-

stead, listening to others and analyzing as much information as is available and then tak-

ing time to reflect before making a final decision. She also used reflection to help her

learn from situations that may not have gone as she had wanted or that may not have

turned out in the best way possible. “I try to have a period of reflection where I think,

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‘What could I have done differently to change this outcome?’ . . . just have a period of

examination or quiet reflection.”

Having a system of support. Karen knew the importance of having supportive

family and friends in her life, so she tried to devote time to keeping those relationships

strong and healthy. She confessed that God was her anchor, but her husband and her par-

ents were also significant sources of support for her. Because of her position as Superin-

tendent, she felt she had to be “very guarded” with whom she gave her attention, and as a

result, her job was a “lonely job.” This reality did not necessarily bother her, though, be-

cause she knew she came to the system to be the Superintendent. She did not come to the

system to extend her social network. She was, therefore, content with a social life that

included being with her husband, attending school and church events, and being with her

family and friends who knew her and loved her before she ever became Superintendent.

Karen also sought the advice of wise mentors, individuals she respected not simp-

ly because of the positions they held but because she had watch them live out the words

and beliefs they publicly professed. Knowing they had successfully walked the same

path she was on and had done so with integrity and success caused her to go to them for

advice and encouragement. Professors, principals, and superintendents had all answered

Karen’s question, “Do you have any advice for me as I am beginning this new job?” Al-

ways willing to see herself as a student, she listened and learned, gaining wisdom and

strength from those persons who had already experienced what was new to her.

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Having a personal relationship with God. The third theme to emerge from the da-

ta analysis in this case was having a personal relationship with God. Karen shared that

spirituality had always been a part of her life. She was a Christian, and she had been

raised in a Christian home by Godly parents, so religion and the things of God were an

important part of her family’s life as well as her life as an individual. She attributed her

trying to live a balanced life to the example her parents had set for her, and she also gave

them credit for the guiding principles by which she lived her life. Referring to Proverb

22:6, Karen declared, “’Teach a child the way he should go, and when he is old he will

not depart from it.’” She had held true to what her parents had taught her, and she was

appreciative for their example and investment in her spirituality.

Even though she had always been a spiritual person who valued God and her rela-

tionship with Him, she confessed that in regard to her spirituality “there was a huge step

to the next level when I assumed the responsibility in this office.” Because of the isola-

tion of her position, the fact she had never been a superintendent, and the fact she had

moved to a new location, Karen found herself depending on her relationship with God

and drawing strength and guidance from Him in new ways. With a very limited number

of people in whom she could confide, she learned how to trust in God more and have

faith in His promises revealed to her through prayer and Scripture.

Knowing who I am. An integral part of her having a personal relationship with

God was knowing who she was. When discussing her spirituality, Karen pronounced,

It’s my life. It’s who I am. It’s why I get up in the morning. It’s where I am go-ing tomorrow, ten years from now, where I believe I’ll be in Heaven for eternity. It’s everything. You can take anything in the world away from me. You can’t take that away from me.

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This assurance enabled her to lead confidently, knowing that what she was doing and the

position in which she was serving was more about her being a child of God than an em-

ployee of the Maxwell School System. That truth gave her the inner strength she needed

to be resilient. She was not arrogant or haughty in this mindset. She was just firmly

committed to her God and her beliefs, and therefore, she was not controlled by her emo-

tions, nor was she controlled by the emotions of others.

When someone is all emotional about something, that doesn’t make me emotion-al. I’m still the person I am. You’re not going to get anything more out of me because you are raising your voice, or I’m not going to allow you to raise your voice at me.

She could make logical, secure decisions because she was confident in who she was, and

she would not change who she was or what she believed regardless of who confronted or

opposed her. For this reason, she felt fortunate to be able to work for a Board who under-

stood her beliefs and mirrored many of the same values she had.

Karen referred to her faith in God as her “home office,” and God was her true

“boss.” The Maxwell Board of Education was indeed her authority, and she subjected

herself to their authority, but she confessed, “I know in my heart that’s not who I’m

working for.” Karen knew her greater purpose in life was to obey God and His direction

for her, so ultimately, she was accountable to Him. Yes, she answered to the local board

members, but she felt a greater sense of accountability to God and her relationship with

Him. “I think about every day the most important thing in my life is God.” “Gotta’ have

that in line, know who I am, where I’m going, why I’m doing what I’m doing.”

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Depending on God and following His direction. Karen had a personal relation-

ship with God, and she was confident in who she was in God’s plan, and throughout this

process of spiritual growth she had experienced during her years as an educational leader,

she had learned to develop a dependency on God. She began to this develop this depend-

ency especially during her high school principalship. When she entered the doors of the

high school each day, she would think, “I’m not walking in here by myself. God is with

me every day.” She realized that she alone could not protect the students and staff from

terrible or tragic events from occurring on campus; she depended on divine intervention

for protection. This dependency escalated when she accepted the superintendency and

became accountable for the entire school system. When considering this leadership posi-

tion and all the responsibilities she now had, she declared, “I cannot imagine doing this

job thinking that I as a person could come in here and lead this school district without the

hand of God upon me.” Too many unknowns, too many factors influenced the school

system on a daily basis, and Karen knew that her success was conducive to her ability to

trust God to take care of her, the personnel, and the students.

She not only depended on God for His divine protection; she also depended on

Him to guide her as a leader. Her father, a public service leader himself, had taught her

not to put her confidence in people. He told her people disappointed him every day. Ka-

ren acknowledged that people are human, and whether intentionally or unintentionally,

we were going to make mistakes. She admitted to making mistakes every day. Because

of this reality, she knew she had to put her faith and confidence in God and trust Him.

She found great comfort in knowing she could trust Him with any of her problems or

questions. When she faced a situation she knew she could not control, she responded by

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saying, “I’m just gonna give that to God. I’m not going to carry this luggage around all

day long with me. I don’t want to handle that. I want to just hand that luggage off and

let God carry that.” She had even developed the practice of writing her concerns in a

journal. She had a specific section entitled, “Questions for God,” and when she came up

against circumstances that seemed to have no clear answer (9-11, children bringing guns

to school, etc.), she recorded her questions in her journal, acknowledging that she did not

understand the reasons behind what had happened, and then she just left those questions

with God. She jokingly said when she made it to Heaven, she would ask God about her

questions then. Even though she made light of her journal section, she was serious about

her need to give situations to God so He could work through her, enabling and equipping

her to be the leader He had called her to be. She knew she could not be a resilient leader

if she was burdened down by all the life events she could not control.

One final way in which she had learned to depend on God pertained to the securi-

ty He gave her in her position as Superintendent. She mentioned a difficult personnel de-

cision she had to make. Out of concern for her, a co-worker came and asked if she was

not worried about losing her job as the Superintendent because of the decision she made.

She replied, “No, I’m not afraid because God Almighty will protect me, so I’m not afraid

because I’m standing up for children, and I don’t have any agenda other than to love and

protect our children, so I’m not afraid.” Karen explained that she did not say this to

sound arrogant or be above the law. She simply knew God had led her to this position,

and she had prayed to Him for wisdom and guidance in her decision. She had been obe-

dient to carry out the answer He had given her; therefore, she knew He would protect her.

Either the situation would result in her losing her job or it would not, but either way, she

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had peace because she knew God would take care of her. She affirmed, “God gives us

that peace.”

Summary

The themes that emerged from examining Karen’s spirituality as a factor of resili-

ency in her superintendency were being a servant leader, seeking spiritual nourishment,

and having a personal relationship with God. Her servant leadership originated from an

intrinsic desire to help others, a calling that had been with her since she was a young

child. She did not view her superintendency as an opportunity for power or control but

rather an opportunity to serve others by helping them have a better life. Even though

many years had passed since she was a classroom teacher, Karen still considered herself

to be a teacher, and her greatest acts of service came through her sharing her gift of teach-

ing. She may have been a teacher of principals now, but she could still help children and

their teachers by sharing her knowledge and skills with those principals.

The second theme to emerge from this case was seeking spiritual nourishment.

Karen knew in order for her to withstand the stress and business associated with the su-

perintendency she had to being spiritually strong. For her, having balance in life was of

utmost importance, so she strove to have physical, intellectual, emotional, and spiritual

balance, developing habits and routines that helped her maintain such balance. Even

though each area of her life was important, she asserted that her spiritual well-being was

the most critical. In an effort to stay spiritually healthy, she read and studied the Bible,

using principles from Scripture to guide her daily actions and decisions. Karen also re-

lied on prayer, meditation, and reflection. She enjoyed the quiet time that made it possi-

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ble for her to rest, clear her mind, and listen to God’s voice. Having the support of fami-

ly, friends, and mentors also strengthened her spirit. She defined the superintendency as

being a lonely position, but she accepted this reality, valuing the few close relationships

she did have.

The final theme emerging from the data analysis was having a personal relation-

ship with God. Karen elaborated about her good fortune of having Godly parents who in-

stilled Christian values in her, and she was thankful she had become a Christian at an ear-

ly age in life. She developed a strong foundation based on her beliefs, so she was confi-

dent in who she was and what she believed. Her Christianity was not just a religion to

her; it defined her and was at the core of her being. She was God’s child and was com-

mitted to following His plan for her life. It was her move to educational leadership, how-

ever, that truly highlighted her need for a personal relationship with God and her depend-

ency on Him. When she entered the principalship, she learned to trust God in new ways

and have faith in His divine protection for her school, the students, and the staff. She re-

alized so much of what happened or what could happen at the school was beyond her

control, so she learned to trust God to take care of her and those persons entrusted to her

care. Her move to the superintendency intensified this level of dependency. Her respon-

sibility was to seek God’s direction and wisdom, listen to Him, do what He said, and then

depend on Him to work out His plan for her life and the school system.

Cross Case Analysis

The same three themes that emerged from each of the individual case analyses al-

so emerged when the three cases were compared. The themes were as follows: being a

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servant leader, seeking spiritual nourishment, and having a personal relationship with

God. The sub-themes from each of these main themes differed, however, in number and

similarity (see Table 4).

Table 4 Themes and Subthemes of Spirituality as a Factor of Resiliency Across Three Cases



ship with God A Calling, a Greater Pur-

pose (A) Focusing on the Greater

Good (A) Leading like Jesus (A)

Giving Back (B) Being a Witness(B) Helping Others (C)

Serving Through Teaching (C)

Having a System of Support (A, B, C)

Prayer (A, B) Reading the Bible (A, B, C)

Maintaining Balance (C) Prayer, Meditation, and Re-

flection (C)

A Daily Relationship with God (A)

Depending on God and Fol-lowing His Direction (A, C) Following God’s Plan (B) Depending on God to Lead

(B) Knowing Who I Am (C)

Note. A = Superintendent A; B = Superintendent B; C = Superintendent C.

Being a Servant Leader

The first theme emerging among all three case studies was being a servant leader.

All three Superintendents believed they were in such a position of leadership to serve

others. God had placed them as the leader of their school system, so they saw their acts

of service to others ultimately as their act of service to God. Their position, therefore,

was not about power and prestige. It was about being given opportunities to make a last-

ing difference in the lives of others. As leaders, they fulfilled their ministry, their mis-

sion, their divine appointment. For each of these Superintendents, great personal fulfill-

ment came as a result of knowing they had been entrusted by God to do His work on a

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daily basis. They each had an intrinsic desire to serve, and they realized their leadership

opened the door for them to serve in a greater capacity than they ever imagined being

able to serve when they began their careers as classroom teachers.

Even though being a servant leader was a common theme among all three cases,

each case had different sub-themes supporting defining servant leadership. One sub-

theme from Superintendent A was a calling or a greater purpose. Andrea believed her

leadership was an opportunity for her to fulfill God’s calling for her life. Knowing there

was a greater purpose that extended beyond the job description for the superintendency

and her contract with the Collins School System helped Andrea maintain a resilient spirit

during her leadership. Regardless of the stress and difficulty that came her way, she

knew she had more at stake than simply managing a school system. She was called by

God to do her job for Him, and knowing this truth helped sustain and encourage her to

continue investing herself in her work.

Another subtheme unique to Superintendent A was focusing on the greater good.

For Andrea, leadership could never be about the leader or having selfish motives. At the

core of each decision had to be a focus on the greater good, and for her, that greater good

was meeting students’ needs. As a servant leader she consistently had to model her

commitment to students to help prepare them to be successful. If others saw her living

out her dedication to the greater good then they would be more apt to share that same fo-

cus, and the system as a whole could be invested in and working towards the same vision.

A final subtheme unique to Superintendent A was leading like Jesus. Andrea read

the Bible and other Christian books and had a profound respect and appreciation for Jesus

and the success he had as a leader. He faced persecution, temptation, and rejection, and

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yet, he continued to pursue his purpose and lead the people, often the very people who

had mistreated him. One of the most powerful lessons Andrea learned from his leader-

ship was his willingness to accept and live out the Golden Rule. He believed in treating

others the way he wanted to be treated. Andrea tried to emulate his model, always at-

tempting to treat others with kindness and respect regardless of the severity of the situa-

tion or the complexity of the circumstances.

One subtheme specific to Superintendent B was giving back. As a student in high

school, Becky considered herself fortunate because her principal showed her kindness

and allowed her to complete some classes during the summer. This experience resulted

in her wanting to give back that kindness by using her opportunities and abilities to help

others. She did not have an idealistic childhood or adolescence, and she knew other stu-

dents suffered through similar difficult experiences, so she wanted to spend her life giv-

ing back and trying to help those persons who might not be able to help themselves.

In addition to giving back, Becky believed it was her duty as a Christian to be a

witness for Jesus Christ, another subtheme unique to her case. She acknowledged her

role as the Superintendent, but above and beyond her responsibility to the Blanchard

School System was her accountability to God. As His child, she believed she should live

her life in such a way that others would want to become a Christian too. Even though she

worked hard to be a good servant leader through strong fiscal management, providing

safety and protection for staff and students, and promoting academic programs that pre-

pared students to be successful, her greatest expression of servant leadership was through

her being a witness for Jesus from her Superintendent’s office.

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Karen identified herself as a servant leader, and she expressed this leadership

style by helping others, a subtheme specific to her case. Even as a child, Karen had an

intrinsic desire to help other people, and she quickly learned to appreciate the self-

fulfillment that came from doing good deeds. This helpful spirit led her into education,

first through teaching then school leadership then the superintendency. As she pro-

gressed in levels of responsibility, she never lost sight of her true calling as a servant

leader: helping others. She was accountable to students, parents, and co-workers for en-

suring students’ needs were met; therefore, Karen was committed to helping those per-

sons entrusted to her care in an effort to accomplish this goal.

Even though she no longer served from the classroom, Karen considered teaching

to be her way of serving, her way of helping others. A subtheme unique to her case, serv-

ing through teaching, epitomized servant leadership for Karen. God gave her the ability

to teach, so she felt convicted that she should live her life using that gift to serve others

through her service to God. She had gone from teaching middle school math to teaching

inexperienced superintendents, principals, and teachers. As a result of her success in ed-

ucational leadership and her many years of experience, Karen developed an identity as a

mentor, and she served willingly in this position knowing that being a mentor was really

being a teacher.

Seeking Spiritual Nourishment

The second theme to emerge from all three case studies was seeking spiritual

nourishment. Each of the participants realized her need to be spiritually strong. The

demands of the superintendency were great, the responsibilities were tremendous, and the

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expectations were high; therefore, they had learned the necessity of having inner strength,

and for each of them, that inner strength came from their spiritual strength. They pur-

posefully invested time and effort in taking care of their spirit, knowing the healthier their

spirit, the greater their resilience.

All three participants said having a system of support contributed to their being

spiritually strong. Even though being the Superintendent often resulted in their having to

live isolated and, at times, lonely lives, they each had a core group of persons in whom

they could confide and trust. Few in number, these systems of support were comprised of

family, friends, and mentors who shared the same values as these female leaders and who

respected and cared about them because of who they were rather than because of the po-

sition they held. With this support network, the Superintendents shared their thoughts

and feelings, frustrations and concerns, and visions and ideas. They sought wise counsel

and found comfort in knowing they had genuine and sincere people in their lives without

personal or political agendas. They simply wanted to be sources of support the Superin-

tendents could trust.

Reading the Bible emerged as a second subtheme of spiritual nourishment for all

three participants. In the Bible, the Superintendents found multiple examples of individ-

uals who had faced great trials and hardships and yet had overcome those difficulties.

Examples such as Job, David, and the disciples gave these female leaders hope and in-

creased their faith in God, helping them to realize the same God who helped His children

during Biblical times would help them during their current situation. Each participant al-

so mentioned the power of Scripture and how she relied on particular verses to give her

strength. They had verses memorized or written down so they could always have quick

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access when they needed affirmation and encouragement. Overall, reading the Bible

gave them opportunities to communicate with God to learn His ways and to hear His

promises to take care of them.

Prayer emerged as another subtheme. Both Andrea and Becky valued prayer and

the peace and comfort they felt as a result of their communicating with God through

prayer. Because they were limited in the number of persons in whom they could trust

and confide, they found security knowing they could pray to God and talk with Him

about matters they could discuss with no one else. As superintendents, they faced uncer-

tainty and complicated situations, and regardless of their years of experience, they real-

ized they would always encounter new problems and circumstances. As a result, they re-

lied on divine intervention to provide them with clarity and calmness. They saw God as

an omniscient presence, and they found great consolation knowing He heard and re-

sponded to their prayers.

Karen also believed prayer played an important role in her being spiritually nour-

ished, but she included meditation and reflection as similar methods of being strength-

ened. She talked to God on a daily basis, asking for His protection and guidance; howev-

er, she also valued being quiet and listening. Times of quiet and stillness helped her re-

flect and meditate, and it was through the silence she felt her spirit being refreshed.

Times of reflection and meditation afforded her opportunities to reassess situations, ask-

ing God to reveal to her changes she could have made or different steps she could have

taken. As did Andrea and Becky, Karen valued the comfort she received knowing she

could communicate with an omniscient God who took a personal interest in her and her

needs.

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From Karen’s case study data, maintaining balance emerged as another subtheme

for being spiritually nourished. Karen maintained that spiritual strength was a necessity

for sustaining effectiveness and success in the superintendency. For her, being balanced

physically, intellectually, emotionally, and spiritually contributed to her overall spiritual

health. She devoted time to each component of her life knowing that living a balanced

life would help her be the resilient leader she needed to be. Having an appropriate diet,

exercising, and getting adequate sleep contributed to her physical balance. For intellectu-

al balance, Karen chose to refrain from watching too much television so she could listen

to music or read instead. Emotionally, she said investing time in important relationships,

especially her relationship with her husband, and forgiving others were active steps she

took. Being balanced in each of these areas, in addition to praying, meditating, reflect-

ing, and reading the Bible, contributed to her having the spiritual strength and balance she

needed to lead effectively.

Having a Personal Relationship with God

Having a personal relationship with God surfaced as the third theme emerging

from the three cases. Each participant imparted that attending church had always been a

part of her life, even from an early age. They all expressed gratitude for having parents

who instilled in them the importance of investing in their spirituality and being a part of a

church family. Identifying themselves as Christians, they were all baptized or saved at a

young age; however, Becky confessed that she did not have a real relationship with Jesus

until she was married with children of her own. Regardless of when they began their

spiritual relationship with God, they all agreed that this relationship was the most im-

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portant relationship in their life. Their Christianity, their worship of Jesus, defined them

and gave them purpose and direction. Everything they did and who they were stemmed

from their relationship with God and Jesus.

One subtheme of this relationship was having a daily relationship with God. An-

drea confessed how important it was for her to communicate with God every day, wheth-

er through prayer, reading Scripture, or talking with spiritual friends or mentors. She re-

vealed that her spirituality was not a matter of religion or denomination. It was, instead,

about a personal, daily relationship with God, and she found great strength in knowing

she could talk, seeking His wisdom and guidance every day.

Another subtheme pertaining to having a relationship with God also emerged.

Depending on God and following his direction were subthemes in Andrea’s and Karen’s

cases. Both women expressed deep dependence on God, a reliance that had grown more

intense as they had progressed through different levels of leadership. They admitted they

could not solve the problems they faced or protect their staff and students. The tasks

were too large and comprised of too many factors beyond their control; therefore, they

had learned to depend on God to lead them, and they willingly followed His direction.

For them, their ability to lead their school systems successfully was directly correlated to

their choosing to follow God’s direction.

Following God’s plan was a similar subtheme found in Becky’s case. She be-

lieved God had a purpose for each individual life, and that purpose could be lived out if

individuals chose to follow God’s plan. She used the story of her professional life as an

example of her belief. She had never intended to be a teacher or an educational leader;

however, circumstances in her life, which she considered to be divine intervention, led

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her into teaching and administration. As she reflected on her career, Becky recalled the

many different times doors were opened for her to change positions, and in all but two

occasions, she had never even applied for the jobs. She considered these events to be op-

portunities for her to live out God’s purpose and plan for her life.

Depending on God to lead was another subtheme specific to Becky’s case. She

confessed that she needed a Higher Power to lead her in the many decisions she had to

make as superintendent. Because she depended on Him, Becky said she knew the deci-

sions she made would be the right decisions; therefore, when she made a decision, she

did not second-guess herself and worry about it. She knew she had done the best she

could do in letting God lead her, so she made the decision and then let God control the

outcome. Her confidence in these matters came from her commitment to doing what was

right and fair and always telling the truth. She knew if she depended on God to lead her

and then she followed His lead by doing what was right, the outcome would be benefi-

cial.

Another unique subtheme pertaining to having a personal relationship with God

came from Karen’s case study. Knowing who she was was Karen’s way of identifying

her personal relationship with God. She knew she belonged to Him, and because of that

relationship, she knew He would take care of her. This confidence enabled her to lead

with a sense of security; therefore, her emotions did not control her. She did not have to

approach controversial situations with a defensive mindset or attitude. Instead, she could

be secure in who she was and the decisions she made knowing that she belonged to God.

Regardless of the difficulty of the circumstances she encountered, she knew God would

not leave her alone. As her Father and Savior, He would keep her in His care.

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Lessons Learned

After analyzing the themes and subthemes from the individual cases and the cross

case analysis, I engaged in reflective thinking regarding the meaning of these results. I

report my findings in this section as lessons learned (Lincoln & Guba, 1985) from this

multiple case study.

Being a servant leader. The three participants valued acting out their spirituality

through their daily lives. Their spirituality was not limited to their beliefs about their

eternal destination. It was completely interwoven in their participation in daily life. For

this reason, their superintendency was the vehicle through which they expressed their

spirituality in the professional realm, and this expression took the form of servant leader-

ship. Each leader discussed how her spirituality was not a separate component of her life

but was instead the core or foundation of who she was thereby influencing everything she

did. Being a servant leader validated these claims because it was through this type of

leadership they fulfilled what they considered to be their calling in life which was to

serve God through educational leadership.

As a researcher, I witnessed this servant’s spirit in each of them throughout the

time I worked with them to complete this study. Considering the topic of spirituality in

leadership to be relevant and underrepresented, they willingly gave of their limited time

to share their insights and experiences hoping their perspectives would aid in bringing

more attention at the academic level about the significant role spirituality plays in equip-

ping leaders to be resilient and successful. They mentioned they never really had the op-

portunity to have in-depth discussions about their spirituality and its role in their profes-

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sional lives, but they truly believed in the importance of such conversation and hoped it

would contribute to the betterment of the lives of other school leaders.

Seeking spiritual nourishment. Even with the hectic and often overwhelming

schedules they had to manage as superintendents, these female leaders made seeking spir-

itual nourishment a priority. Their discipline in this area exemplified the true signifi-

cance they believed spirituality played in their lives. Social interaction with like-minded

believers was important; however, their greatest emphasis was on their individual prac-

tices. Reading the Bible, praying, and having time to reflect and meditate were noted as

vital practices in their being spiritually nourished.

One of the greatest benefits stemming from this nourishment was the optimism

and eternal perspective they exhibited. When they focused on their spirit, they focused

on the things of God which enabled them to view their lives with a more holistic ap-

proach rather than from an internal, selfish approach. Their lives and what happened to

them did not consume their thinking; instead, because they were focused on the spiritual

aspects of life, they were consumed by their place in God’s plan and the work they could

do to live out that plan. So, seeking spiritual nourishment gave them strength, but it also

gave them a perspective regarding life that took the focus off them and their business,

their problems, their challenges, and enabled them to focus instead on working for God

through their business, their problems, and their challenges.

Having a personal relationship with God. Having a personal relationship with

God defined these female leaders. They were who they were because of their spirituality,

132

and their spirituality originated with their being Christians who believed in God and fol-

lowed the teachings of Jesus as well as other Biblical principles. They did adhere to the

religious practices of praying, reading the Bible, and attending church; however, their be-

liefs were not based on those practices. Their beliefs were based on their salvation expe-

riences and subsequent commitments to having a personal relationship with God.

This finding manifested itself as the most powerful element from the study.

Without their having a personal relationship with God, their life foundation, the core of

who they were would have been completely different. Their spirituality led to their resil-

ience in the superintendency because their spirituality was derived from this personal re-

lationship. They so identified with God and Jesus that this identification permeated all

other components of their lives thereby defining who they were and what they did.

Summary

The purpose of this chapter was to disclose the findings manifested in this study

through data analysis. The two face-to-face interviews, the written journal entries, and

the artifact observations resulted in data that yielded the following themes: being a serv-

ant leader, seeking spiritual nourishment, and having a personal relationship with God.

These findings were discussed in two separate sections. The first section provided an in-

dividual analysis and discussion of the themes and subthemes emerging from each case.

The second section presented findings from the cross analysis in which all three cases

were compared and contrasted. These findings were then presented through a thick, rich

narrative to enable readers to have the following three experiences: (a) to gain insight in-

to the superintendents’ experiences with spirituality and resiliency, (b) to provide them

133

with the opportunities to hear the participants’ dialogue through their firsthand accounts

of their experiences, and (c) to enable them to transfer the findings from this study to

their own lived experiences or the lived experiences of others they may know.

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CHAPTER 5

DISCUSSION

Overview of the Study

Even though the percentage of female superintendents has increased during the

past few years, when compared to the percentage of male leaders in this position, females

continue to be underrepresented (Derrington & Sharratt, 2008). If the rate of growth con-

tinues in the current pattern, a balanced distribution in the superintendency will not be

reached until 2035. With this wide gap between the number of male and female leaders

come issues pertaining to resiliency of female leaders currently serving in the superin-

tendency. Because they are few in number, they have limited networking and mentoring

opportunities often resulting in their having to learn to be resilient by being self-

sufficient.

Reed and Patterson (2007) outlined six characteristics of resilient leadership.

First, leaders have a realistic and accurate evaluation of the past and the present. Second,

they have an optimistic point-of-view regarding the future. Next, they remain true to

their beliefs and values. Resilient leaders also have a healthy sense of their individual

worth and usefulness. Fifth, they invest their time, energy, and efforts wisely. Finally,

their actions reflect their personal convictions. These characteristics consistently empha-

sized the importance of hope, beliefs, values, self-efficacy, and personal convictions, all

attributes of spirituality thereby showing a connection between one’s resilience and one’s

spirituality.

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Spirituality was presented by Grogan and Shakeshaft (2011) as one of the ways

women lead. Women’s leadership is impacted by their beliefs, values, and convictions.

Women also tend to be relational, preferring collaboration and side-by-side rather than

top-down relationships. Acting as servant leaders, they also value social justice and mak-

ing a difference in the lives of others, particularly the lives of students. In addition, fe-

male superintendents emphasize instruction and are committed to student and teacher

learning. Maintaining balance between their career and their family also ranks as a top

priority. Even though each of the ways women lead is important, because of the connec-

tion between resilience in leadership and spirituality, a study was needed to focus specifi-

cally on female superintendents’ spirituality as a factor of resiliency in their leadership.

In an effort to find data to show the relationship between resiliency and spirituali-

ty, the researcher gathered data through the following accepted qualitative data collection

methods: two face-to-face interviews, written journal responses, and observations of of-

fice artifacts. After the data was collected, it was analyzed on a case-by-case basis with

the researcher looking within each individual case for emerging themes and subthemes

before completing a cross-case analysis in which data from all three cases were com-

pared. Credibility of the findings was ensured through the following methods: thick, rich

descriptions, epoche or bracketing, member checking, and triangulation.

The following central research question guided this study: “How do female su-

perintendents experience their spirituality as a factor of resiliency?” Research sub-

questions included the following:

1. How do the female superintendents experience resilience?

2. How do the female superintendents experience spirituality?

136

3. In what ways does spirituality play a part in the way the female leaders con-

front and manage personal and professional challenges?

4. How do the female superintendents describe the relationship between their re-

siliency and their spirituality?

5. How do the female superintendents maintain their spirituality?

Summary of Findings

This qualitative multiple case study generated three themes common to female

superintendents’ resiliency as a factor of their spirituality. Being a servant leader, seek-

ing spiritual nourishment, and having a personal relationship with God emerged as the

themes within this study. Even though differences were noted among the subthemes for

each case study, these three themes were common in each case. Exploring the central re-

search question led to the explanations that resulted in these themes. This exploration

was conducted through the use of the following research questions.

How do the female superintendents experience resilience?

All the participants recalled events throughout their time in leadership that tested

their resilience. Making difficult personnel decisions and having to resolve situations

with overbearing or controlling personalities were presented as the most common sources

of difficulty. Andrea mentioned enduring times of public criticism when she was a very

young principal and had to make some unpopular personnel decisions. The local news-

paper repeatedly printed critical comments about her that were unfair and hurtful. When

she became Superintendent, she once again had to make some unpopular decisions. Dur-

137

ing this time, people attended the Board meetings, vocally opposing and criticizing her

during the meetings. Becky had endured professional and personal situations that tested

her resilience. When discussing how she had experienced resilience, she commented,

“God leads you through lots of things. Things happen in your life that you never would

have thought would have happen, ever. Things you didn’t expect, and those things have

happened to me.” Karen mentioned having to deal with demanding Board members and

overbearing members from the community.

Regardless of the personal experiences testing their resilience, each participant

said she learned to endure the experiences by relying on her spiritual practices and rela-

tionships. Findings from Simmons (2011) supported this outcome. In her study of fe-

male superintendents in Georgia, Simmons noted her participants found strength through

prayer, family, a call to lead, and encouragement from a system of support. When refer-

ring to the difficult times, Andrea said she prayed, read Scripture, found support from her

mentors, her family, and her pastor, and she reflected on the situations, trying to learn

from each one. She also mentioned her ability to stand firm because she knew she was

doing the right thing for the right reasons. Becky said experience had taught her, when

difficult situations confronted her, to admit she did not know what to do and to let God

take control of the situation. She prayed for Him to help her, and she said God had al-

ways been faithful to send her people to help her and His wisdom to guide her. She also

mentioned the importance of having someone with whom she could talk. Karen also re-

lied on prayer, quiet time, meditation, and reflection. Being confident in her relationship

with God also gave her the strength she needed to endure difficult times. Because she

knew God was her true “Boss” and heaven was her real “Home Office,” she could re-

138

spond to challenging situations and people without being defensive and losing control of

her emotions. She could listen to others even when their points-of-view differed from

hers. Andrea’s perspective summed up each participant’s mindset towards being resili-

ent. As a leader, she had learned to survive, endure, and become stronger as a result of

going through the times that tested her resilience.

How do the female superintendents experience spirituality?

Their spirituality was based on their personal relationship with God. They re-

ferred to their denomination and religious background; however, their spirituality went

much deeper than the labels attached to church names and religious habits. Their spiritu-

ality was at the core of who they were. They each confessed to having been saved and

having an active, participatory relationship with God. Andrea said her relationship with

God or Jesus was a daily relationship that was the most important priority in her life. It

was her center. Her spiritual experiences came through reading the Bible and having fel-

lowship with people who shared her beliefs. Becky said her spiritual experiences came

from knowing God to be omniscient and omnipresent. She knew He was a Greater Pow-

er with Whom she could communicate and worship, in good times or bad. He would not

give her any circumstances she could not handle; therefore, she was able to have an opti-

mistic perspective of life. Karen said her spirituality was everything to her. It was life it-

self, and she could not separate herself from her it. She experienced spirituality by using

her gifts and time to help others. She considered herself to be a servant leader, a personal

belief also held by Andrea and Becky. Each of the ladies saw her position of leadership

as an opportunity to serve God by helping others, and through this servant leadership she

139

experienced spirituality. The idea of helping others or serving others through leadership

was reiterated by Kohn (2008). In this work, superintendents also noted their desire to

help others through service from their leadership position. These leaders attributed this

heart for service to their family influence and religious upbringing.

Overall, the Superintendents experienced their spirituality through the peace and

comfort that came from their faith and trust in God, their dependency on Him, and their

service to Him. Through the many challenges they had faced in the superintendency,

they had consistently witnessed God’s answering their prayers, giving them wisdom, and

resolving situations that were beyond their control. They kept God as the top priority in

their lives and were committed to listening to and obeying Him. As a result, their spiritu-

ality enabled them to lead with clarity and calmness.

In what ways does spirituality play a part in the way the female leaders confront and manage personal and professional challenges? Because their spirituality was their core, the way they confronted and managed

personal and professional challenges stemmed directly from that spiritual foundation.

Their words and actions originated from their beliefs and values, and because they be-

lieved in God and valued His Word, they tried to lead according to the principles upheld

in Scripture. Andrea challenged herself to lead like Jesus. She considered herself to be

very candid, truthful, and direct because she wanted her staff to have a clear understand-

ing of her thoughts and expectations; however, she tempered the truth with kindness and

compassion. Always wanting to be fair, she strove to help people grow when she had to

talk with them about their shortcomings or areas needing improvement. Also highlight-

ing her commitment to telling the truth, Becky said her utmost responsibility was always

140

to do what was right regardless of the challenges and consequences. She knew if she

prayed for God to help her and then she was faithful to follow through on what she knew

to be right, God would give her the strength she needed to endure the outcomes of her de-

cision. In her journal she wrote, “I believe that spirituality and religion are the core of a

Christian and that person can be resilient in the toughest of personal or professional situa-

tions because God is leading in everything.” For Karen, her spirituality provided her with

the confidence and assurance she needed to meet complicated situations with a calm, log-

ical approach. Because her spirituality provided the foundation for everything she did,

Karen said she could operate while keeping the big picture in mind. Because she served

God and knew her real home was her eternal home with Him, she could approach tempo-

rary earthly situations knowing the particular events were part of God’s bigger plan for

her life, so He would help her navigate the course to a successful resolution.

Regardless of whether their challenges were personal or professional, the partici-

pants relied on their spirituality for direction and wisdom. They could be resilient

through complex circumstances because they drew strength from God, their spiritual

Source. This conclusion was supported by Smith (2011). She stated, “Spiritual leaders

are able to lead regardless of circumstance or context. These individuals understand in a

profound way that there is something greater than themselves or their circumstances that

will enable them to rise to any challenge, regardless of the environment” (17). Rather

than being overcome with worry, anxiety, and self-defeating thoughts, years of experi-

ence had taught Andrea, Becky, and Karen to commit whatever they were facing to God,

pray for His guidance, and follow His lead in obedience. This mindset had enabled them

to be resilient not only in their personal lives but also in their professional lives. They

141

depended on God to provide divine intervention while they waited to receive guidance

and direction from Him.

How do the female superintendents describe the relationship between their resiliency and their spirituality? The participants affirmed their resiliency came from their spirituality. They had

the strength to endure the stress and complexities associated with the superintendency be-

cause of their spiritual relationship with God. This finding was supported by Baldwin,

Maldonado, Lacey, and Efinger (2004). In this study, female leaders claimed their resili-

ence was based on their spirituality. Keeping them focused and helping them persevere,

their spirituality enabled them to release their problems to God, giving Him control of

situations they realized they could not control. Andrea maintained there was a “high cor-

relation” between her resiliency and her spirituality. Because of her spirituality, she kept

an eternal perspective about her life and her work. She did not get overwhelmed with the

“here and now” because she believed her present life was really more about her being

prepared for her eternal life. Approaching her responsibilities with this mindset freed her

from seeing challenging situations with an attitude of finality. She knew such situations

had an eternal purpose, and this belief helped her always to try to find God’s purpose or

plan in whatever she was facing. In regard to her spirituality and resiliency, Becky com-

mented, “They are one in the same, I guess. I couldn’t have any resiliency without the

spirituality to go with it.” She insisted, without a doubt, that she could not do what was

required of her as a superintendent were it not for her spirituality. Karen emphasized, “I

am a resilient person . . . because I have the spiritual balance that has equipped me for

success, the success I’ve enjoyed.” Because of her spirituality, she prayed, she let God

142

have control, and she tried to live according to Biblical principles, and because of these

spiritual practices, she was a resilient leader.

How do the female superintendents maintain their spirituality?

They maintained their spirituality by being committed to the practices and beliefs

they noted as giving them spiritual strength. Andrea invested time in her relationships

with trustworthy people who were spiritual. She also read the Bible, as well as other

Christian books, on a regular basis, attended church, prayed, and reflected. These prac-

tices kept her “plugged in” and spiritually nourished. Becky valued prayer most of all

because of the peace and comfort she gained from letting go of difficult situations and

letting God have control. She maintained her spirituality by knowing that God heard her

prayers and, therefore, would take care of her and her needs. Karen maintained her spir-

ituality by dedicating, or “tithing,” her time for godly practices. She based this personal

belief about tithing time on the Biblical concept of tithing money. Believing that a por-

tion of what she had should go to God, she dedicated time each week for prayer, reading

the Bible, attending and teaching classes at church, and helping others. Purposefully

planning for such practices enabled Karen to be spiritually prepared for her leadership re-

sponsibilities as superintendent.

What each of these participants had come to believe was that her success, person-

ally and professionally, depended on her spirituality. If they were to have the spiritual

strength they needed, they had to invest time in practices specifically focused on their

spiritual health. Without this daily investment, they would not be adequately prepared to

manage their daily responsibilities, but by taking the time to be spiritually nourished, they

143

all agreed they could be resilient leaders. Their spirituality was indeed the main contrib-

uting factor of their resiliency in the superintendency.

Metzger (2008) endorsed this idea of investing time in spiritual practices. She

outlined ways educational leaders focus on their inner development or personal growth.

Investing time with family and friends, reading for spiritual or reflective purposes, and

taking time for meditation or solitude were the most common practices used by leaders in

her study. As was the case with Andrea, Becky, and Karen, these leaders found value in

engaging in these practices on a daily basis.

Overall Significance

The findings from this study contribute to the literature pertaining to resilience

and spirituality and the impact both have on female leadership in the superintendency.

The three participants in this study provided consistent evidence of the significant influ-

ence their spirituality had had on their resilience as system leaders. Beginning with their

religious upbringing in their childhood, these leaders traced how their spirituality had

served as their source of support, comfort, and guidance as they progressed through dif-

ferent phases of their lives and through the ranks of educational leadership. Once they

began serving as superintendents, they asserted they had an even greater reliance on their

spirituality. Without their personal relationship with God, they avowed they could not

have served effectively as system leaders. Such claims highlighted the importance spirit-

uality played in these female leaders’ abilities to be resilient in their positions as superin-

tendents.

144

Implications for Practice

The findings from this study provide a number of implications for persons in-

volved in educational leadership. First, for current female superintendents, these findings

can serve as a source of encouragement and guidance. Because of the small percentage

of female superintendents across the nation, mentoring and networking opportunities are

limited, leaving many of these female leaders feeling isolated. These findings can func-

tion as a source of support for them, giving them practical steps they can take to nourish

their spiritual strength in an effort to become more resilient.

Second, aspiring system leaders can learn from the leadership models these partic-

ipants have provided. Understanding the emphasis and importance the females in this

study placed on their spiritually and being aware of the direct correlation they said exist-

ed between their resilience and their spirituality could help future leaders be more cogni-

zant of the impact spirituality may have on sustained leadership. Knowledge and experi-

ence were indeed important to the female participants in this study; however, they gave

utmost credit for their success and their resilience to their relationship with God and their

dependence on Him. Such testimonies could develop a stronger interest in future leaders’

attentiveness to their own spirituality.

Third, implications exist for post-secondary faculty. In educational leadership

training programs, program planners could be justified in giving more credence to

coursework emphasizing spirituality and its importance in leadership. Superintendents

are among the highest ranking educational leaders in the nation, so when they make

claims about their success in leadership being dependent on their spirituality, that sends a

powerful message about the potential impact of this component within each individual.

145

For that reason, graduate students may benefit from having more exposure to learning

about spirituality and its influence in the lives of leaders.

Fourth, implications also exist for local boards of education. As the governing

body of superintendents, board of education members could benefit from knowing the re-

lationship between resilience and spirituality. They invest a lot of time and resources in

their system leaders, and if they want those leaders to be as strong and efficient as they

can possibly be, they could provide opportunities for the superintendents to focus on their

spiritual health. Great emphasis tends to be placed on fiscal and personnel management

with board members having high expectations for superintendents to be effective in lead-

ing in these areas; however, findings from this study highlight the value in being attentive

to spirituality because it was the participants’ spirituality that led to their being more ef-

fective in fulfilling their duties as superintendents.

Finally, professional development coordinators could glean information from this

study. Meaningful professional development is dependent upon relevance, upon topics

and content participants consider to be significant. In this study, Andrea, Becky, and Ka-

ren all declared their spirituality to be the most important contributing factor to their suc-

cess as leaders, and investing time in practices yielding spiritual nourishment was their

utmost priority. These findings present professional development coordinators with op-

portunities to focus on spiritual topics that are meaningful and relevant to system leaders

and their growth not only as professionals but also as individuals.

146

Recommendations for Future Research

The findings from this study offer recommendations for future research. First, an

exploration of educational leadership programs could be done to determine the type and

amount of emphasis given to curriculum pertaining to spirituality and its impact on lead-

ership. Second, because the participants in this study claimed a strong correlation be-

tween their resilience and their spirituality, an investigation of how the concept of spiritu-

ality is evident in other post-secondary programs of education could be conducted. For

example, the turn-over rate for teachers in special education and urban settings tends to

be high; therefore, research could be carried out in programs preparing educators for

work in these fields to determine if an emphasis on spirituality could improve resilience

for these educators. Third, because this study was limited to Caucasian female partici-

pants who were Christians, additional research could be done to explore spirituality as a

factor of resiliency in male superintendents as well as superintendents from various racial

and religious backgrounds. Finally, in an effort to explore the concept of resilience apart

from spirituality, studies could be carried out that focus on superintendents who have ex-

hibited resilience but refute spirituality as having had an impact on their resilience.

Conclusions

Current research shows a vast discrepancy in the number of females leading from

the superintendency when compared with the number of male leaders, and for superin-

tendents in general, regardless of their gender, the turnover rate in the position is high.

Having strong leadership is of utmost importance as is having consistency in leadership.

Achieving effective, long-term success in education is severely impeded when turnover

147

rates are high; therefore, efforts need to be made to address improving leadership sustain-

ability. The findings from this multiple case study support focusing on spirituality as one

method of strengthening resilience in leadership.

Spirituality involves moving beyond oneself in an effort to fulfill a greater pur-

pose in life; it involves a relationship with self, with a higher power, and/or with others.

The participants in this study found sustaining strength in their spirituality. They had

served between five and eight years as superintendents with no immediate plans to leave

their positions. As a matter of fact, they were still making plans to continue working to

improve their systems. They enjoyed their work and found great satisfaction in fulfilling

their duties as superintendents. Attributing their optimism and resilience to their spiritu-

ality, these female superintendents believed in being actively attentive to the spiritual

component of life because they had come to understand the profound impact focusing on

spirituality had on their ability to be resilient leaders.

148

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APPENDIX A

RECRUITMENT LETTER

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24 May 2010

Dear Superintendent:

I am writing today to request your participation in a research study that I am conducting as part of my doctoral program of study at the University of Alabama at Birmingham (UAB). The purpose of this study is to explore spirituality as a factor of resiliency in female superintendents in the Southeastern region of the United States. Spirituality is defined as actions, attitudes, or emotions resulting from one’s beliefs about the human soul or human spirit. I have selected you as one superintendents invited to participate in this study because of your experience in this educational leadership position.

This project will be completed during the spring of 2012. If you choose to participate, I would need to conduct one face-to-face meeting with you that would last approximately sixty minutes. This time would be used to gather insights into the manner in which you perceive your spirituality to be a contrib-uting factor to the resiliency you have shown as a female school superintendent. The interview would be tape recorded and transcribed so that I could accurately catalog the content of our conversation. I would al-so provide you with a piece of text regarding spirituality and leadership; I would ask you to provide a brief written response (taking between thirty and sixty minutes) of your perceptions of this text. I would also re-quest a follow-up interview with you (not to exceed one hour) in which you would have the opportunity to comment on the transcript from the initial interview and provide new insights. This second interview, con-ducted face-to-face, via telephone, or via Skype, would also be recorded and transcribed. In addition, I would keep a reflective journal during this study in which I would note my impressions of our interview, your office artifacts, and any insights that they provide me relative to the subject being studied.

Before the interview, you would be provided a set of questions relating to how you perceive your spirituality to be a factor of resiliency as you serve or have served in the superintendency. During the in-terview, I might ask some additional questions to make sure that I understand the message that you are try-ing to convey. I would take every precaution to ensure that the interviews remain confidential. This would be accomplished by giving every participant a pseudonym and not specifying her work location. As a token of my appreciation, you would be provided with a book.

Thank you in advance for considering participating in this study. If you choose to participate in this study, please contact me at 205-233-3831, [email protected], or you may return a signed copy of this letter to me in the enclosed self-addressed stamped envelope.

Sincerely,

Kim Williams Curriculum Coordinator Pell City School System My signature indicates my willingness to participate in this study. ____________________________ ______________________________ ___________________ Printed Name Signature Date

mailto:[email protected]

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APPENDIX B

INTERVIEW PROTOCOL

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Spirituality as a Factor of Resiliency in Female Public School Superintendents in the Southeastern Region of the United States

Interview Protocol

Name: _________________________ Date:___________________

Organization: ___________________ Location:_______________

Title:__________________________

Introduction: I appreciate your willingness to speak with me today. I want to inform you that our conversation will be recorded and transcribed. I will provide you with a copy of the transcription and my notes so that you can review whether or not I have accu-rately interpreted our conversation. This transcription will be word-for-word, and as a re-sult, will include common fillers such as “uh” and “ah.” Such detailed inclusions will prevent me from having flawed interpretations. Please understand that such words will not be included in the final paper I submit. My main interest in this study is to explore spirituality as a factor of resiliency in female public school superintendents. Previously, I provided you with the specific questions that I will ask today. Your candid responses are critical to this study, so please know that you may be open and honest during our conversation. I will ask the specific questions that I gave you, but I may also include other questions simply for the purpose of clarification. Shall we begin?

1. Tell me about your career path that has led you to the superintendency.

OC

2. What is your definition of resilience?

OC

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3. How have you experienced resilience?

OC

4. What does spirituality mean to you?

OC

5. In what ways has spirituality played a part in the way you confront and manage personal and professional challenges?

OC

6. What is the relationship be-tween your resiliency and your spirituality?

OC

7. How do you maintain your spirituality?

OC

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APPENDIX C

FOLLOW-UP INTERVIEW QUESTIONS

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Follow-up Questions for Andrea

1. Discuss spiritual calling and how it pertains to your decision to enter education and to become an educational leader.

2. Did you set out to be superintendent? What was your ultimate goal when you

started teaching?

3. You mentioned that you have several key Bible verses that are important to you. What are some of these verses, and why are they important to you?

4. When you discussed how you maintain your spirituality, you stated, “Prayer is a

good thing, probably prayer and reading my Bible almost more so than anything else.” What about prayer and reading your Bible are so important to you?

5. How has your spirituality changed as you have progressed in your leadership po-

sitions, particularly as you have become a superintendent?

6. What motivates you to continue in educational leadership?

7. What advice pertaining to resiliency and spirituality would you give to someone entering educational leadership?

Follow-up Questions for Becky

1. How is forgiveness a factor of resiliency and spirituality?

2. How has studying the Bible contributed to your resiliency and spirituality?

3. Discuss spiritual calling and how it pertains to your decision to enter education and to become an educational leader?

4. What motivates you to continue in your leadership position?

5. What advice pertaining to resiliency and spirituality would you give to someone

entering educational leadership?

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Follow-up Questions for Karen

1. Discuss spiritual calling and how it pertains to your decision to enter education and to become an educational leader?

2. In our previous interview, you mentioned that resiliency is the ability to “spring back after defeat.” How do you deal with defeat?

3. In our interview you stated, “I am confident in who I am.” How did you get to

that point?

4. Did you set out to be superintendent? Was that your ultimate goal when you started teaching?

5. You declared, “I think that each person stands as an example to students, and we’ll all be accountable for that one day.” Discuss this quote in light of spirituali-ty and/or resiliency.

6. What motivates you to continue in educational leadership?

7. What advice pertaining to resiliency and spirituality would you give to someone entering educational leadership?

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APPENDIX D

INSTITUTIONAL REVIEW BOARD APPROVAL AND CONSENT FORMS

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Informed Consent Document

TITLE OF RESEARCH: Staying Power: A Multiple Case Study of Spirituality as a Factor of Resiliency in Female Public School Su-perintendents in the Southeastern Region of the United States

IRB PROTOCOL: X100322011 INVESTIGATOR: Kimberly T. Williams SPONSOR: The University of Alabama at Birmingham Department

of Human Studies

Explanation of Procedures I am asking you to take part in a research study that will explore spirituality as a

factor of resiliency in female public school superintendents in the Southeastern region of the United States. Spirituality is defined as actions, attitudes, or emotions resulting from one’s beliefs about the human soul or human spirit. This study will include 7 female su-perintendents, current or retired, in the Southeastern region of the United States. If you choose to enter the study, we will ask you to write one journal response (taking between 30 and 60 minutes) to a piece of text pertaining to spirituality. You will also complete a 60-minute one-on-one interview in your office with the principle investigator. You will be given the interview questions in advance so that you can prepare your responses ahead of time. This interview will be audio-recorded and transcribed verbatim. Once the tran-scription is completed, you will be provided with a copy of it to read and note any correc-tions that should be made. A follow-up interview, not to exceed 60 minutes, will also oc-cur at which time we will discuss your comments about the original transcription and any new insights. This interview will be recorded and transcribed. Pseudonyms will be used to protect the identity of the 7 participants.

Risks and Discomforts

Loss of confidentiality is a potential risk associated with this study.

Benefits

You may not benefit directly from participating in this research; however, schools of education, school board members, teachers, and professional development supervisors may use findings from this study to improve their contributions to the field of education. Alternatives

Your alternative is not to participate

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Confidentiality Information obtained about you for this study will be kept private to the extent al-

lowed by law. However, research information that identifies you may be shared with the UAB Institutional Review Board (IRB) and others who are responsible for ensuring com-pliance with laws and regulations related to research, including people on behalf of the Office for Human Research Protection (OHRP). Audio data of the recorded interviews will be stored on two digital recorders until the dissertation has been completed and the degree has been awarded to the principal investigator. At this time, the audio data files will be permanently deleted. The transcribed data will be stored on two flash drives that will be accessible only by the principle investigator. Once the dissertation is complete, the transcribed data will be permanently deleted from the flash drives. The results of this study may be published; however, your identity will not be given out.

Refusal or Withdrawal without Penalty Your taking part in this study is your choice. There will be no penalty if you de-

cide not to be in the study. If you decide not to be in the study, you will not lose any ben-efits you are otherwise owed. You are free to withdraw from this research study at any time. Your choice to leave the study will not affect your relationship with this institution.

Cost of Participation

There will be no cost to you from taking part in this study.

Payment for Participation in Research

As a token of appreciation for your participation, you will be given a book after the journal response and interview are completed.

Questions If you have any questions, concerns, or complaints about the research, please con-

tact Dr. Linda Searby. She will be glad to answer any of your questions. Dr. Searby’s number is 205-996-4114. Dr. Searby may also be reached after hours by emailing her at [email protected]

If you have questions about your rights as a research participant, or concerns or complaints about the research, you may contact the Office of the IRB (OIRB) at (205) 934-3789 or 1-800-822-8816. If calling the toll-free number, press the option for “all oth-er calls” or for an operator/attendant and ask for extension 4-3789. Regular hours for the OIRB are 8:00 a.m. to 5:00 p.m. CT, Monday through Friday. You may also call this number in the event the research staff cannot be reached or you wish to talk to someone else.

mailto:[email protected]

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Legal Rights You are not waiving any of your legal rights by signing this informed consent

document.

168

Signatures

Your signature below indicates that you agree to participate in this study. You will receive a copy of this signed document.

Signature of Participant Date

Signature of Witness Date

Signature of Investigator Date

169

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APPENDIX E

JOURNAL TOPIC

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Please write a response to the following quote as it pertains to your thoughts about leadership, spirituality, and resilience. “Sometimes people get the mistaken notion that spirituality is a separate depart-ment of life, the penthouse of existence. But rightly understood, it is a vital aware-ness that pervades all realms of our being.” David Steindl-Rast

Documents

STAYING POWER: A MULTIPLE CASE STUDY OF SPIRITUALITY … · Resilience also results from adaptability, the ability to learn to change, to operate in the midst of uncertainty, and