A resource to institutions of higher education and various state and national superintendent organizations and agencies, The Dark Side of Educational Leadership provides insights into specific resiliency behaviors that contribute to superintendents' abilities to overcome the trauma associated with being a professional victim. Specifically illuminating those issues that contribute most often to the victimization of superintendents. Polka and Litchka identify resiliency factors of most significance to superintendents in dealing with the professional victim syndrome, helping superintendents to better prepare for the professional victim syndrome during their professional career."--BOOK JACKET.
This book is based on the professional experiences and research findings of Drs. Litchka, Polka, and Calzi who possess a combined total professional experience of over 100 years as educators in the United States, including over 75 years as public school administrators and over 30 years as chief school officers. The authors have also spent a combined 30 plus years in researching and roles, responsibilities, and stresses of school district leadership. They are committed to appropriately preparing current and aspiring leaders to survive and thrive as superintendents. The authors know the topic of school leadership very well from both the practical “lived experiences” to the various theoretical research conceptual frameworks. This book reflects actual stories collected via their most recent research associated with school district leadership, decision-making, politics, and “living on the horns of dilemmas.”
This book shares stories of historical figures from the past as well as contemporary school superintendents and principals. The present nature and complexity of leadership is heavily dependent on the past, as we cannot fully understand or appreciate the current context without going back and exploring the past. To ignore great leaders from the past would run the risk of having current and aspiring school leaders not completely knowing, understanding, and appreciating these exemplary lessons the contemporary context. These stories help us to understand the values, beliefs, and morals of contemporary school leaders; they help us define what it means to be a school leader in contemporary America. We can learn history in terms of stories, either through telling stories or listening to the stories of others. But, it is more than telling and listening. It is learning, for not only those who wish to be school leaders, but learning for those who currently are in positions of school leadership.
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