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Evaluation of school superintendents in Nebraska: Practices and perceptions
Abstract
The purpose of this study was to investigate the perceptions and practices of the evaluation process of school superintendents in Nebraska as viewed by them. A review of the literature provided the major impetus for this study. The data were collected through administration of a questionnaire mailed to 18 Class A superintendents and 31 randomly selected superintendents each from Classes B, C, and D. Descriptive statistics were used to report quantitative data. A one-way ANOVA and chi-square were used to report Likert scale and mutually exclusive items, respectively. The findings of the study were: (1) Evaluation of the superintendent's performance in Nebraska was primarily a formal process, occurring in nearly 90 percent of the school districts surveyed. (2) The use of people other than the board of education in the evaluation of the superintendent was not an accepted practice by the superintendents included in this study. (3) No statistically significant differences were found among the four classes of schools in the evaluation practices, procedures, and attitudes of superintendents toward evaluation, p $>$.01. (4) A combination of criteria was used to formally evaluate the superintendent's performance. (5) Respondents were not convinced board members had the necessary understanding of evaluation methodology to evaluate their performance. (6) A statistically significant relationship existed in how superintendents from the four different classes of school districts felt about the priorities of their responsibilities, p $<$.01. (7) School districts in Nebraska were more likely to have a district-adopted policy for the evaluation of teachers than for the evaluation of the superintendent of schools. (8) The most important factor in the development of an adequate evaluation of the superintendent was the presence of a good working relationship between the superintendent and the board of education. (9) Compensation of Nebraska's superintendents based on their evaluation was not a common practice.
Subject Area
School administration
Recommended Citation
Johnson, Edwin Harold, "Evaluation of school superintendents in Nebraska: Practices and perceptions" (1988). ETD collection for University of Nebraska-Lincoln. AAI8818634.
https://digitalcommons.unl.edu/dissertations/AAI8818634