Abstract
Investigations of both creativity and leadership have focused primarily on genetic and/or teleological accounts. As such, they have tended to emphasize the attributes, behaviors, and purposes of individual actors. This research shifts the locus of inquiry to explore paradoxes inherent in the enactment of creative leadership in complex interpersonal situations. The most significant finding to emerge from interviews with 27 exemplary public school superintendents about their professional practice is their relatively closed problem-solving orientation. In specific instances of their practice, the superintendents in this study consistently framed difficult interpersonal interactions as problems to be solved rather than as problems to be explored. In retrospective reflections with the researchers, the superintendents explored previously unexamined dilemmas and binds in these situations with a more open, problem-finding orientation. The implications of this more open, problem-finding orientation for creativity are discussed.
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