0.18 Tuyle, v., & Watkins, s. (october 2011). preparing leaders to  (Page 2/6)

Review of the literature

Future and current educational leaders must gain a better understanding of the motivations and challenges of school board members. Few studies are available to gain insight into board member motivations and challenges in running for the board. One study conducted by Doyle (2009) in New York state, examined board members’ motivations, relationships, and purpose. Doyle asserts it is vital to understand the emotional intelligence of individual board members and the group dynamics on the board. His study indicates that board members’ positive relationships with other board members proved significant and related to greater levels of satisfaction, efficacy, and commitment as well as yielded stronger ties with the community. Respondents in the study asserted they were encouraged to run for the board by community members, other board members, and the teachers’ union. The impetus for running for the board in rank order included the following: improving academic achievement, creating or modifying policies, volunteerism, passing annual budget, controlling taxes, addressing personal issues, and personal and political enhancement (p. 86).

Deckman’s study (1998) on women school board candidates, finds women were twice as likely as men to come from professional educational backgrounds. Findings from her study indicate men were more likely to run for the school board with the hope of gaining political experience and affecting school policy. Women were more likely to cite social reasons such as working with like-minded individuals and relied on encouragement from family and friends when seeking a board position.

Mountford’s research (2004) explores the relationship between a school board member’s motivation for membership and the way the school board member defines power. The study reveals one obvious motive: formal and positional power. Her research suggests that although many board members report both altruistic and personal motives, the final outcome of their decision to serve is to gain community prestige and power. As well, she asserts

…motivations citizens have for becoming school board members will have some effect on the way they wield their newly acquired power. Hence, an examination of board members’ motives, conceptions of power, and the way board members express their power as leaders seems important to help more fully understand the behaviors of school board members and the resulting relationships they have with their superintendents and board colleagues (p. 707).

Additional findings from Wait’s study indicate women run for the board after serving as volunteers in schools, they also had older children in school, and oftentimes their decision to run for the board was based on what they observed happening in the schools. Wait suggests that the strongest motivator in running for the board was general dissatisfaction with the school district. She claims the highest incentive for women serving on the board of education was to make a significant difference. She claims community service was also a motivating factor for board membership.