Leadership capacity for succession and sustainability in a family-owned private school

This study examined the perceptions of private school teachers and administrators regarding Lambert\u27s (2003) six characteristics of Quadrant 4 schools. Lambert (2003) states that Quadrant 4 schools are schools with a high level of leadership capacity that exhibit six critical characteristics (a) broad-based, skillful participation in the work of leadership; (b) shared vision resulting in program coherence; (c) inquiry-based use of data to inform decisions and practice; (d) roles and actions that reflect broad involvement, collaboration, and collective responsibility; (e) reflective practice that leads consistently to innovation; and (f) high or steadily improving student achievement. The purpose of this study was to assess and better prepare family-owned private schools for succession. Teachers and administrators were surveyed to determine the school\u27s level of readiness for successful succession and sustainability by establishing to what degree are Lambert\u27s (2003) six characteristics of Quadrant 4 schools commonly practiced by teachers and administrators in the school. Quantitative and qualitative methods were used to analyze and determine teachers and administrators\u27 perceptions, statistically significant agreements, and school-wide needs. The study concluded that leadership capacity is essential for succession and sustainability in a school. Leadership capacity determines the ability a school has to lead itself successfully by creating layers of leaders who can sustain the organization when key individuals leave. This study also identifies the key skills required to build leadership capacity for successful succession and sustainability in an organization. Furthermore, this study shows the importance of assessing the level of leadership in a school as an essential component for developing a successful organization, improve leadership practices, and enhance the consistency of the school program. The findings from this study recommend that ongoing work in leadership training, succession planning, staff development, mentoring from principals of high leadership capacity schools, opening lines of communication among teachers and administrators, using assessment tools, and sharing data are essential for building leadership capacity, succession, and sustainability in a school