Abstract
The purpose of this inquiry was to understand how a building-level leader utilized context-responsive leadership practices to facilitate the transition from a building to district-level school leadership position. I used qualitative research methods to study the context-responsive leadership of a first-year assistant superintendent who transitioned from the principalship in the same school district. This study’s main finding indicates the leadership experiences attained as a school principal are valuable preparation to understand the external and internal school contextual factors, and to conduct the duties and tasks associated with this district-level leadership position. The paper concludes with a discussion of the results and implications for research, policy, and practice.
Recommended Citation
Fancera, Samuel
(2022)
"The Role of Context on Leadership Transition: Building to District-level Leadership,"
Journal of Organizational & Educational Leadership: Vol. 7:
Iss.
2, Article 5.
Available at:
https://digitalcommons.gardner-webb.edu/joel/vol7/iss2/5