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What superintendents rely on to complete key job responsibilities
Abstract
The purpose of this study was to determine the extent superintendents in Colorado, Iowa, Kansas, Missouri, Nebraska, South Dakota, and Wyoming relied on (a) prior administrative experiences, (b) network of colleagues, (c) professional and governmental organizations, (d) academic preparation, and (e) research to effectively complete key job responsibilities. For this study, the key job responsibilities were the eight standards identified by the American Association of School Administrators Commission on Standards for the Superintendency, chaired by John Hoyle, completed in 1993. The eight standards identified were: leadership and district culture, policy and governance, communications and community relations, organizational management, curriculum planning and development, instructional management, human resources management, and values and ethics of leadership. A total of 207 superintendents with at least three but not more than five years of experience were included in the study. The findings associated with the research questions revealed that superintendents relied on prior administrative experiences significantly more than any of the other four variables to complete each key job responsibility. When all eight key job responsibilities were considered as a whole, prior administrative experiences were relied on significantly more than any other variable. Network of colleagues were relied on significantly more than professional and governmental organizations, research, and academic preparation. Research and academic preparation were relied on equally, but less so than any of the other variables.
Subject Area
School administration
Recommended Citation
Kruse, Dale Fred, "What superintendents rely on to complete key job responsibilities" (1999). ETD collection for University of Nebraska-Lincoln. AAI9936762.
https://digitalcommons.unl.edu/dissertations/AAI9936762