ABSTRACT
This qualitative study was designed to investigate the methods of practice employed by Texas school superintendents who have completed a doctoral program centered on scholar–practitioner leadership. The purpose of this study was to explore and describe how serving superintendents apply their prior learning and knowledge to the articulation and translation of their district’s mission/vision. The study described how six serving superintendents translate theory to practice by inquiring how each participant articulates the district’s mission/vision. Through the analysis of face-to-face interviews, phone conversations, emails, and informal observations recorded in a researcher’s journal, four common elements of scholar–practitioner leadership practice were identified by the researcher. The four common elements of practice were: ensuring the district’s vision, mission, core values, guiding statements, and strategic plan is aligned from top to bottom throughout the district; creating trust and vision alignment with the school board; leadership team relationships and modeling; and inviting community input and creating partnerships. In addition, four common themes emerged as to how scholar–practitioner leaders apply theory to practice The four emergent themes were: creating programs and practices which support student success; reimagining roles and responsibilities across the educational system; change, inquiry, and research as a part of practice; and defining readiness.
","abstract_html":"<p><strong>ABSTRACT</strong></p> <p><strong> </strong></p> <p><strong></strong>This qualitative study was designed to investigate the methods of practice employed by Texas school superintendents who have completed a doctoral program centered on scholar–practitioner leadership. The purpose of this study was to explore and describe how serving superintendents apply their prior learning and knowledge to the articulation and translation of their district’s mission/vision. The study described how six serving superintendents translate theory to practice by inquiring how each participant articulates the district’s mission/vision. Through the analysis of face-to-face interviews, phone conversations, emails, and informal observations recorded in a researcher’s journal, four common elements of scholar–practitioner leadership practice were identified by the researcher. The four common elements of practice were: ensuring the district’s vision, mission, core values, guiding statements, and strategic plan is aligned from top to bottom throughout the district; creating trust and vision alignment with the school board; leadership team relationships and modeling; and inviting community input and creating partnerships. In addition, four common themes emerged as to how scholar–practitioner leaders apply theory to practice The four emergent themes were: creating programs and practices which support student success; reimagining roles and responsibilities across the educational system; change, inquiry, and research as a part of practice; and defining readiness.</p>","abstract_has_math":false,"creators":["Jones, Michael D, 6674845"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Karen Embry Jenlink","Dr. Patrick M. Jenlink","Dr. Claudia Whitley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-01T07:00:00Z","date_published":"2018-05-01T07:00:00Z","updated_at":"2026-07-24T04:30:15Z","subjects":["scholar--practitioner","leadership","Superintendent","scholar practitioner leadership","qualitative survey","scholar practitioner leadership preparation program","Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Scholarship of Teaching and Learning","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/168","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Karen Embry Jenlink","Dr. Patrick M. Jenlink","Dr. Claudia Whitley"]},{"key":"dc:creator","label":"Author","values":["Jones, Michael D, 6674845"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-05-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["scholar--practitioner","leadership","Superintendent","scholar practitioner leadership","qualitative survey","scholar practitioner leadership preparation program","Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Scholarship of Teaching and Learning","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/168"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
This qualitative study was designed to investigate the methods of practice employed by Texas school superintendents who have completed a doctoral program centered on scholar–practitioner leadership. The purpose of this study was to explore and describe how serving superintendents apply their prior learning and knowledge to the articulation and translation of their district’s mission/vision. The study described how six serving superintendents translate theory to practice by inquiring how each participant articulates the district’s mission/vision. Through the analysis of face-to-face interviews, phone conversations, emails, and informal observations recorded in a researcher’s journal, four common elements of scholar–practitioner leadership practice were identified by the researcher. The four common elements of practice were: ensuring the district’s vision, mission, core values, guiding statements, and strategic plan is aligned from top to bottom throughout the district; creating trust and vision alignment with the school board; leadership team relationships and modeling; and inviting community input and creating partnerships. In addition, four common themes emerged as to how scholar–practitioner leaders apply theory to practice The four emergent themes were: creating programs and practices which support student success; reimagining roles and responsibilities across the educational system; change, inquiry, and research as a part of practice; and defining readiness.
"]},{"key":"dc:title","label":"Title","values":["Exploring Scholar--Practitioner Leadership: Superintendents' Application of Theory to Practice in Texas Public School Districts"]}]}],"canonical_facts":{"dc:contributor":["Dr. Karen Embry Jenlink","Dr. Patrick M. Jenlink","Dr. Claudia Whitley"],"dc:creator":["Jones, Michael D, 6674845"],"dc:date.available":["2018-05-14T07:00:00Z"],"dc:description.abstract":["ABSTRACT
This qualitative study was designed to investigate the methods of practice employed by Texas school superintendents who have completed a doctoral program centered on scholar–practitioner leadership. The purpose of this study was to explore and describe how serving superintendents apply their prior learning and knowledge to the articulation and translation of their district’s mission/vision. The study described how six serving superintendents translate theory to practice by inquiring how each participant articulates the district’s mission/vision. Through the analysis of face-to-face interviews, phone conversations, emails, and informal observations recorded in a researcher’s journal, four common elements of scholar–practitioner leadership practice were identified by the researcher. The four common elements of practice were: ensuring the district’s vision, mission, core values, guiding statements, and strategic plan is aligned from top to bottom throughout the district; creating trust and vision alignment with the school board; leadership team relationships and modeling; and inviting community input and creating partnerships. In addition, four common themes emerged as to how scholar–practitioner leaders apply theory to practice The four emergent themes were: creating programs and practices which support student success; reimagining roles and responsibilities across the educational system; change, inquiry, and research as a part of practice; and defining readiness.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/168"],"dc:subject":["scholar--practitioner","leadership","Superintendent","scholar practitioner leadership","qualitative survey","scholar practitioner leadership preparation program","Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Scholarship of Teaching and Learning","Secondary Education"],"dc:title":["Exploring Scholar--Practitioner Leadership: Superintendents' Application of Theory to Practice in Texas Public School Districts"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:15Z"}