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Self/Inner Development of Educational Administrators

A National Study of Urban School District Superintendents and College Deans

California State University, Northridge

This national study of 128 superintendents from urban, large-city schools and college of education deans investigates strategies for coping with stress through self/inner development. Participants defined self/inner development as: balance, self-actualization, values, personal improvement, inner focus, and relationships. Self/inner development terms used most frequently in the workplace were: values, ethics, heart, love, morals, spirit, and meaning of life. Practices most often used include: physical activities, reading, music, meditation, silence and solitude, and dream work. Participants also shared suggestions for how to find time for these practices. Self/inner development should be incorporated into university administrator preparation programs and in-service professional development using mentoring, modeling, and dialogue. Implications are important to addressing shortages, frequent turnover, and burnout of leaders.

Key Words: stress • educational leaders • superintendents • college deans • self development

Urban Education, Vol. 38, No. 6, 655-687 (2003)
DOI: 10.1177/0042085903257340


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