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Ten women superintendents were interviewed face-to-face using a guided protocol. The study analyzes how mentorship shaped intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence within transformational leadership theory. Findings indicate mentorship supports women superintendent development as transformational leaders while highlighting the need to align mentorship experiences with established leadership theory frameworks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/influence-of-mentorship-experiences-in-the-development-of-women-superintendents-in-texas-as-transformational-leaders/601870/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/influence-of-mentorship-experiences-in-the-development-of-women-superintendents-in-texas-as-transformational-leaders/601870.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method was used to study mentorship experiences?","Question",{"text":112,"@type":113},"A phenomenological narrative study was conducted, using face-to-face interviews with a guided protocol.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were mentorship experiences connected to transformational leadership?",{"text":117,"@type":113},"Mentorship was examined through transformational leadership components: intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the study’s purpose and how was success defined?",{"text":121,"@type":113},"The study explored mentor experiences of female superintendents in Texas framed within transformational leadership; success required at least one year in the role and recognition by the district, Educational Service Center, or another professional organization.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601870,1792144537,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Influence of Mentorship Experiences in the Development of Women Superintendents in Texas as  \nTransformational Leaders  \nElaine Howard  \nClementine Msengi  \nSandra Harris  \nLamar University  \nTen women superintendents in Texas were interviewed for this phenomenological narrative study to understand their mentoring experiences framed within transformational leadership theory. The research used a guided protocol to conduct face-to-face interviews. In this study, authors sought to answer questions about the influence of mentorship experiences on the development of women superintendents through intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence. These experiences were then interpreted through a phenomenological approach and retold through narrative. We found that mentorship experiences contribute to the development of women superintendents as transformational leaders and also expose the need to align mentorship experiences of aspiring superintendents to established leadership theory.  \nKeywords: Mentoring, women superintendents, transformational leadership  \nICPEL Education Leadership Review, Vol. 18, No. 1– December, 2017 ISSN: 1532-0723 © 2017 International Council of Professors of Educational Leadership  \nWomen represent approximately 75% of all classroom educators and 52% of public school principals (Bitterman, Goldring, & Gray, 2013; Snyder & Dillow, 2012) . Yet, among school superintendents across the nation, women only represent 24% of these educational leadership positions (Kowalski, McCord, Petersen, Young, & Ellerson, 2011) . The contrast between the representation of women in the classroom and women as school district leaders suggests the need to continue to explore how women access and flourish in positions of leadership, especially the superintendency (Grogan & Brunner, 2005; Morrison, 2012) .  \nThere is no journey to leadership that is not without its difficulties (Rhodes & Fletcher, 2013) . The literature reflects the many obstacles unique to women seeking the superintendency (Grogan & Brunner, 2005; Katz, 2006; Muñoz, Pankake, Ramalho, Mills, & Simonsson, 2014) . Academic leadership programs do not tailor development opportunities to address the specific needs of aspiring women leaders (Petersen, Fusarelli, & Kowalski, 2008) . In the absence of textbook models for the superintendency or programs designed to prepare women as educational leaders, mentorship becomes a critical component to the development and preparation of women superintendents (Muir, 2014) .  \nThough researchers of women in educational leadership would indicate that women are underrepresented in roles of educational leadership, they also would tell us women are more prepared than ever to assume a superintendency (Brunner & Kim, 2010; Copeland & Calhoun, 2014; Snyder & Dillow, 2012) . Without defined standards by which mentorship experiences operate between mentors and aspiring superintendents, much is left to chance as to what topics of leadership are addressed (Bynum, 2015; Muir, 2014) . In addition to the lack of formalized or standards based mentorship experiences, women often find they are forced to enter into a mentorship experience with a male mentor as there is a shortage of women mentors or role models in the field of educational leadership (Katz, 2005; Sealy & Singh, 2010) .  \nTheoretical Framework: Transformational Leadership  \nBernard Bass expounded on the research of James Burns, which defined the concepts of transactional and transformational leadership (Leong & Fischer, 2011) . Transactional leadership is based on the contingency of three factors, contingent reward and both passive and active management by exception (Judge & Piccolo, 2004) . Contingent rewards reinforce role and task requirements of the leader and followers. Passive and active management by exception involves the direct and indirect of monitoring by the leader for errors within the transaction (Bass, 1998; Zhu, Sos","cbCaiq1Fl3gUSesp","https://ap.wps.com/l/cbCaiq1Fl3gUSesp","pdf",274583,14,"English","# Background and Rationale\n# Theoretical Framework: Transformational Leadership\n# Purpose Statement and Research Questions\n# Literature Review","[{\"question\":\"What research method was used to study mentorship experiences?\",\"answer\":\"A phenomenological narrative study was conducted, using face-to-face interviews with a guided protocol.\"},{\"question\":\"How were mentorship experiences connected to transformational leadership?\",\"answer\":\"Mentorship was examined through transformational leadership components: intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence.\"},{\"question\":\"What was the study’s purpose and how was success defined?\",\"answer\":\"The study explored mentor experiences of female superintendents in Texas framed within transformational leadership; success required at least one year in the role and recognition by the district, Educational Service Center, or another professional organization.\"}]","Influence of Mentorship Experiences in the Development of Women Superintendents in Texas as Transformational Leaders | PDF",1792093590,35]