Research (p.38). For this reason, the study

Research
does conclude that the length of tenure is contradictory and limited, but the
average length of tenure has not changed significantly since the 1970’s
(Natkin, Cooper, Fusarelli, Alborano, Padillo, & Ghosh, 2002). According to
Williams and Hatch (2012), the position of the school superintendent was one
with a short tenure and therefore much turnover for many school districts
(p.36). This increase in the turnover of superintendents has resulted in school
systems operating in a state of “flux or status quo” and has ultimately raised
the price tag for many school districts. (p.38). For this reason, the study of
length of tenure for school superintendents is one of interest to school boards
and communities. It has been estimated that in order for a school district to
experience successful reform, a minimum of five years of consistency is
necessary (Fullan & Hargreaves 1992; Wallace 1996). Although the research
varies in the tenure status, none appears to be enough time for a
superintendent to make a systemic change within an organization and to develop
a trusting relationship with stakeholders while creating a successful culture,
one that results in increased student achievement. According to Williams &
Hatch (2012), the underlying implication is that superintendents with short
tenures cannot bring about sustainable and successful change to school
districts.

Research
does conclude that the length of tenure is contradictory and limited, but the
average length of tenure has not changed significantly since the 1970’s
(Natkin, Cooper, Fusarelli, Alborano, Padillo, & Ghosh, 2002). According to
Williams and Hatch (2012), the position of the school superintendent was one
with a short tenure and therefore much turnover for many school districts
(p.36). This increase in the turnover of superintendents has resulted in school
systems operating in a state of “flux or status quo” and has ultimately raised
the price tag for many school districts. (p.38). For this reason, the study of
length of tenure for school superintendents is one of interest to school boards
and communities. It has been estimated that in order for a school district to
experience successful reform, a minimum of five years of consistency is
necessary (Fullan & Hargreaves 1992; Wallace 1996). Although the research
varies in the tenure status, none appears to be enough time for a
superintendent to make a systemic change within an organization and to develop
a trusting relationship with stakeholders while creating a successful culture,
one that results in increased student achievement. According to Williams &
Hatch (2012), the underlying implication is that superintendents with short
tenures cannot bring about sustainable and successful change to school
districts.

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