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Findings and discussion address which contextual and leader attributes facilitate successful implementation of planned reforms in schools and explain organizational responses to change initiatives.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Change, and Leadership Styles  \nMaduakolam Ireh  \nPrairie View A&M University  \nOgochukwu T. lbeneme  \nNnamdiAzikiwe University  \nAs schools continue to battle with calls for reform and restructuring, understanding important aspects of change leadership is needed in explaining factors that facilitate successful implementation of planned changes in schools. Certain personal and school district characteristics have been reported in the literature as having impact or influence on school leaders' ability to successfully initiate, lead and/or manage the implementation of change. This study examined the influence of certain personal and district characteristics of Ohio school superintendents' (N = 200) on their perceived freedom to implement change, perceived readiness of staff to implement change, and situational leadership styles. Results of Pearson product-moment correlation, stepwise multiple regression, and ANOVA are presented and discussed.  \nKeywords: change, characteristics, district, freedom, implement influence, leadership, readiness, school, staff, style, superintendent  \nEducation Leadership Review, Volume 23, Number 1, Fall 2022 268  \nMany school reform initiatives that set out to raise standards, increase accountability, lengthen school days, or enhance the rigor of the existing public education system have resulted in changes to only the routine functions and operations of schools (Fullan, 2007; Hawkes et al., 1997; Knaak & Knaak, 2013) . Such \"first-order\" (Cuban, 1988, p. 342) changes—attempts that do not result in significant changes to existing goals and structures—simply made what existed more efficient, without substantially altering the performance and role relationships of staff and students, and without altering the organizational features of the system (Ertmer, 1999; Fullan, 1993, 200 I, 2007) . According to Cuban (1988), those who propose first-order change \"believe that the existing structures of schooling are adequate, desirable and only in need of adjustment\" (p. 342) .  \nThe challenge to education and school leaders is to avoid maintaining existing conditions and structures, and to initiate \"second-order\" (Cuban, 1988, p. 343) change—fundamental structural changes that address major dissatisfaction with existing arrangements, structures, programs, and services from within, rather than wait for it to be introduced by an external force (Cuban, 1990; Fullan, 2007; Friedman & Berkovich, 2021; Marzano et al., 2005; Paultz & Sadera, 2017; Taylor & La Cava, 2011) . Second-order changes bring about new goals, structures, and roles that transform familiar ways of doing things into new ways of solving persistent problems (Cuban, 1990, 2013; Taylor & La Cava, 2011) . The realization of the aims of second-order change in schools, to a great extent, depends upon the willingness of school leaders, especially superintendents, to embrace the proposition and to support it with leadership behaviors that facilitate the readiness of staff to implement such planned change (Cuban, 1990, 2013; Fullan et al., 2005; Tomlinson, 2019) . School leaders should be prime movers, take the impetus for change, and articulate the best mandates for staff support and participation in planned change programs (Brown et al., 2012; Cuban, 1990, 2013; Delaney, 1997; Kanter, 1983; Tomlinson, 2019) .  \nAs schools continue to battle with calls for reform and restructuring, understanding important aspects of change leadership such as the leadership styles of school superintendents (Cuban, 2013; Devine & Alger, 2011; Fullan, 2007; Hall & Hord, 1987; Hersey & Blanchard, 1988a, 1988b; Owens, 2014; Walker, 1994), their perceived freedom to implement change (Chauvin, 1992; Crawford, 1991; Haro, 1991), readiness of staff for change (Brezicha et al., 2015; Hersey & Blanchard, 1988a, 1988b), and the influence, if any, of district and pe","cbCaiaJCz1iDPVG0","https://ap.wps.com/l/cbCaiaJCz1iDPVG0","pdf",330216,18,"English","# Introduction\n## First-order vs. second-order change\n## Role of superintendents in readiness and leadership behaviors\n# Study Focus and Variables\n## Perceived freedom to implement change\n## Staff readiness for change\n## Situational leadership styles and district/personal characteristics\n# Research Method and Analysis\n## Correlation, regression, and ANOVA","[{\"question\":\"What does the study investigate about Ohio school superintendents?\",\"answer\":\"It examines how personal and district characteristics influence superintendents’ perceived freedom to implement change, perceived staff readiness, and situational leadership styles.\"},{\"question\":\"How many superintendents are included in the study?\",\"answer\":\"The study uses data from 200 Ohio school superintendents (N = 200).\"},{\"question\":\"Which statistical methods are used to present and discuss the results?\",\"answer\":\"Results are presented and discussed using Pearson product-moment correlation, stepwise multiple regression, and ANOVA.\"}]","Influence of Personal and District Characteristics on Superintendents' Freedom to Implement Change, Staff Readiness and Leadership Styles | PDF",1792094113,45]