Deep visibility: meaningful absence and presence in the superintendency

Abstract

Using a qualitative research approach and a multiple case study method, this study identifies perceptions about the visibility of superintendents from various perspectives. Superintendents, school board members, community members, and staff members were interviewed and offered their varied perspectives. The literature review provided an extensive examination of the history of the superintendent, a historical view of the discursive roles of the superintendent, and a review of relevant leadership literature. The study's conceptual framework was developed using research related to reflective practice, general leadership theory, organizational learning, Theory U, social impact theory, the superintendency, and communication. A deeper visibility resulting in meaningful absence and presence in the superintendency is the essence of this framework. Key findings included aspects of presence, which included the terms adverse, accessible, authentic, beyond physical, transparent, trustworthy and synergetic. Aspects of absence identified in the study included symbolic, job pressures, tied to desk, privacy and contra-visibility. Areas noted for future research include adverse visibility, contra-visibility, synergetic visibility, reflection and symbolic absence. The concept, superintendent visibility, has previously lacked meaningful structure and, therefore, has been described, in the past, through general discussions rather than through an empirical lens. A Model of Superintendent Visibility was developed after careful analysis of the data, consideration of the study's conceptual framework and literature review, and the study's identified conclusions.