Collective Learning From Success as Perceived by School Superintendents

School superintendents’ role has shifted from the traditional emphasis on managerial aspects to one on instructional leadership (on teaching and learning issues) achieved by generating collaborative learning opportunities at the both school and district levels. Whereas collaborative learning processes in schools have generally been associated with problem finding and solving as well as overcoming failures, this study explores superintendents’ perceptions (mind-scapes) about the determinants of collective learning from successful practices. This exploratory study employed a qualitative topic-oriented methodology, collecting data via face-to-face interviews with 61 superintendents. Data analysis of interviews revealed determinants of collective learning from success at the superintendency level, school building level, and national level. As a leadership strategy to foster collective learning, superintendents’ role should be examined in designing a districtwide framework of collective learning from success.