Leadership Behaviors of Superintendent/Principals in Small, Rural School Districts in Texas

In this study, 206 teachers, 35 school board presidents, and 37 superintendents/principals (n = 278) were surveyed regarding their views of effective leadership behaviors demonstrated by school leaders with dual role responsibilities through serving as both a school principal and as a superintendent in small rural school districts. Data were collected through use of the Leadership Behavior Description Questionnaire Form XII and the Leadership Behavior Description Questionnaire Form XII Self. Of the 12 leadership domains assessed through use of this measure, statistically significant differences were yielded on 6 of the 12 leadership areas: Representation; Demand Reconciliation; Tolerance of Uncertainty; Persuasiveness; Initiation of Structure; and Role Assumption. Superintendents/principals reported lower scores in these areas than did teachers and/or school board presidents. Implications of these findings are discussed.

Public School Board Presidents’ and Superintendents’ Perceptions of the Characteristics of Effective Superintendents in a Midwestern State

The expectation for strong superintendent leadership has increased due to a demand for greater student achievement and accountability. This study examined public school board presidents’ and superintendents’ perceptions of the characteristics superintendents must possess to effectively lead in today's complex educational system. A researcher-developed survey instrument was used to collect data from public school board presidents and superintendents in a Midwestern state. Computation of item means indicated school board presidents perceived developing a close, positive, and productive relationship with the school board, developing a culture and climate which enhances teacher morale and student achievement, developing partnerships between school and community, developing budgets and manage fiscal matters, and visibility throughout the community and district as the most important characteristics of effective superintendents. Superintendents perceived developing a culture and climate which enhances teacher morale and student achievement, developing a close positive, and productive relationship with the school board, building a team atmosphere and coherence, developing budgets and manage fiscal matters, and communicating with stakeholders as the most important characteristics of effective superintendents. School board presidents considered involvement of stakeholders in collaborative goal-setting and monitoring as well as superintendent visibility throughout the community and district to be significantly more important than did superintendents. In contrast, superintendents believed recruiting, selecting, developing personnel, and implementing effective evaluation structures to be significantly more important than did the superintendents. Independent sample t tests revealed that small district public school superintendents perceived recruiting, selecting, developing personnel, and implementing effective evaluation structures as significantly more important than small district school board presidents did ( p < .05). There was no statistically significant difference in perceptions for the 20 characteristics of effective superintendents between large district board presidents and superintendents, or between less experienced school board presidents and superintendents ( p < .05). More experienced school board members perceived involving stakeholders in collaborative goal-setting and monitoring to be statistically significantly more important than did more experienced superintendents ( p < .05).

The Superintendent Shortage: Findings from Research on School Board Presidents

Media reports of a crisis in the American superintendency, based on anecdotal reports and scattered superintendent opinions about a growing number of retirements, high turnover, and an inadequate pool of qualified applicants, are contributing to widespread public misperceptions. The Education Commission of the States (ECS) recently completed a nationwide survey of school board presidents, those with direct knowledge of the number and quality of candidates in superintendent search pools, to better understand the nature and scope of this issue. Findings indicate that a nationwide crisis in the superintendency does not exist. Rather, the number and quality of applicants appears adequate. Data also suggest, however, that some districts have a history of “churning” superintendents. These circumstances contribute disproportionately to these districts having high turnover rates and a relatively smaller number of qualified applicants in search pools. We suggest that the crisis has been misdiagnosed. It is not one associated with the superintendency per se but involves political conflict among local school board members.

An Examination of School Board Presidents’ Perceptions of Their Superintendent's Interpersonal Communication Competence and Board Decision Making

Using research focused on interpersonal communication theory, this exploratory investigation examined school board presidents’ perceptions of their district superintendent's interpersonal communication competence in his or her role as chief executive officer and advisor to the board of education. Interpersonal communication theory suggests empathy, listening, and versatility are effective and compelling elements of persuasion. Specifically we investigated the attitudes and opinions as well as the covariance between the board of education president and their view of the district superintendent's interpersonal communication competence and its influence on school board voting decisions. Results from the investigation suggest that board decision making is closely related to the attributes of empathy, listening, self-disclosure, the absence of social anxiety, and versatility. Further, a statistically significant relationship was discovered between the overall interpersonal communication competence of the district superintendent and the support of board members on board agenda issues that have immediate consequences on the actual school system.