Date of Award

7-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

George Sziraki

Second Advisor

Philip Pendley

Third Advisor

Bradley Tooker

Abstract

Purpose: The purpose of this phenomenological analysis was to identify and describe how California K-12 public school superintendents use culturally agile task management competencies while coaching other leaders in their organization.Methodology: This phenomenological study identified and described the culturally agile task-management competencies that 12 California Central Coast Superintendents employ to navigate the complex and ever-evolving public educational landscape. Participants were purposively selected based on specific criteria. The researcher served as the primary instrument of data collection, conducting semi-structured interviews with participants. The data was analyzed and coded to identify themes and subsequent findings. Findings: This study identified eight key findings related to K-12 superintendents’ use of culturally agile task management competencies. Superintendents consistently prioritize building rapport, relationships, and trust, responding to the evolving needs of underserved student populations, and intentionally empowering and developing employees. They also utilize courageous conversations and transparent communication, leveraging data to drive strategic alignment. Findings suggest that both cultural adaptation and integration are pivotal; however, systemic bureaucracy, external crises, and the political climate undermine change. Importantly, formal administrative credentialing programs fall short in preparing leaders for effective cross-cultural coaching.

Conclusion: The study concludes that superintendents must actively foster trust, alter cultural norms to serve diverse student needs, and engage in direct, honest communication. Leveraging data transparently is crucial for strategic alignment and ethical leadership. Empowering staff through coaching and development is vital for integrating new expectations. Both cultural adaptation and cultural are essential for agile leadership and organizational progress. Superintendents require persistence and crisis leadership skills in Volatile, Uncertain, Complex, and Ambiguous (VUCA) environments. Current administrative programs often fail to adequately prepare leaders for cross-cultural coaching, underscoring the need for more practical, on-the-job support. Recommendations: Future research should replicate this study with K-12 Principals, conduct quantitative research on task-management competencies, and compare cultural agility across districts of varying sizes. It is also recommended to explore self-management competencies and investigate the effectiveness of integrating cultural agility training into formal administrative credentialing programs, gathering pre- and post-training data.

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