Date of Award

Spring 5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Steve Gruenert

Second Advisor

Ryan Donlan

Third Advisor

Laura Hammack

Abstract

Superintendents are responsible for shaping the vision of a district, yet they are often removed from the daily interactions that define building-level school culture. This study examined the relationship between superintendents’ professional habits and their ability to identify and demonstrate ownership of school culture. Guided by Leader–Member Exchange Theory and Organizational Culture Theory, the research explored whether relational and organizational dynamics influence how accurately superintendents perceive culture within their schools. Using a dataset from the Indiana Principal Leadership Institute, public school superintendents who had nominated a principal between 2021 and 2025 were identified as potential participants. Ninetythree superintendents were invited to participate in a survey, and responses were received from twenty-eight individuals. From this group, six superintendents were selected for in-depth qualitative interviews. Interview transcripts were analyzed using attribute and in vivo coding, which resulted in four themes, each with three subthemes. The Collaborative Leadership factor of the School Culture Survey was used as a lens to distinguish superintendents who closely aligned in identifying the building-level school culture from those who did not. When the four themes of habits of time, smart delegation, emotional intelligence, and influence were examined through this lens, ten professional habits emerged exhibited by superintendents who demonstrated a strong understanding of school culture.

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