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The successful superintendent: The importance of selected performance dimensions as perceived by superintendents and board of education presidents in Class II and Class III Nebraska school districts
Abstract
The purpose of this study was to measure the extent of agreement among and between Nebraska Class II and Class III superintendents and school board presidents about the relative importance of ten categories of performance dimensions for achieving success in the superintendency. The significance of differences of opinions as they related to such factors as size of school district (measured by student enrollment), gender, years of service of board members and superintendents, and formal education was investigated. The population for the study consisted of the superintendents and board of education presidents in the Class II and Class III school districts in the state of Nebraska during the 1989-1990 school year. A stratified sampling technique was used to select the sample for the study. The stratified sample included 24 small school districts, 16 medium school districts, and eight large school districts, for a total of 48 school districts. The first two research questions, dealing with the board of education presidents' and superintendents' perceptions of the relative importance of the various performance dimensions, were evaluated by the use of means and standard deviations. Analysis of variance and the t-test were used to ascertain whether or not there were any statistically significant differences. The findings of the study were: (1) The superintendents ranked Board-Superintendent Relations as the most important performance dimension, and the board of education presidents ranked Personnel Management for Professional and Support Staff as the most important performance dimension. (2) No significant difference was found in the perceptions of board presidents of different gender, educational levels, ages, and years of experience on the relative importance of each of the ten different performance dimensions. (3) No significant difference was found between the perceptions of superintendents and board of education presidents about the relative importance of each of the ten selected performance dimensions. (4) There were no significant differences in the perceptions of the superintendents or board presidents from small, medium, and large school districts relative to the importance of each of the ten selected performance dimensions.
Subject Area
School administration|Curricula|Teaching
Recommended Citation
Wall, Ronald Rae, "The successful superintendent: The importance of selected performance dimensions as perceived by superintendents and board of education presidents in Class II and Class III Nebraska school districts" (1991). ETD collection for University of Nebraska-Lincoln. AAI9203357.
https://digitalcommons.unl.edu/dissertations/AAI9203357