Journey To Becoming a Superintendent In New York: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to understand the lived experiences an individual encounters on their journey to becoming a superintendent at a school district in New York. The theory used in this study was the push-pull model (PPM) by E. G. Ravenstein and the push-pull mooring model by E. S. Lee and later B. Moon, to study the lived experiences of those who have become school district superintendents. The PPM was used to determine what themes are present in an individual’s journey to the superintendency that pulls them to the position, pushes them away, or causes them to remain in the position. Qualitative data were collected from 10 participants who held the superintendent position or are currently employed as a school district superintendent in suburban communities across New York. Qualitative data were gathered from participants through semi-structured interviews, questionnaires, and focus group sessions. Data were coded and categorized into three themes: professional relationships and skills, motivations and goals, and career development. Delve software was used to analyze data. Results indicated that most superintendents followed a traditional role, starting as an educator and moving through administrative-level positions before attaining a superintendent role. Some pushes were participants feeling they would be a better option for the district than current or future candidates. Others were seeking stability and professionalism within their districts. The pulls to superintendency were predominantly around doing the best for students in their own way. Participants explained that their time in upper administrative roles prepared them as best as possible for a superintendent’s position.