District Superintendent and School Board President Perceptions Regarding Leadership Characteristics for Superintendents of Texas Schools
MetadataShow full item record
ABSTRACT District Superintendent and School Board President Perceptions regarding Leadership Characteristics for Superintendents of Texas Schools. (December 2009) Kenneth Lee Groholski, B.S., Sam Houston State University M.Ed., Tarleton State University Chair of Advisory Committee: Dr. John R. Hoyle The purpose of this study was to compare the perceptions of Texas Public School superintendents and school board presidents on the importance of leadership characteristics of the superintendency. The questionnaire used in this study was developed by Dr. Douglas D. Wilson and modified by the researcher. Responses to a Likert Scale instrument and a nominal ranking of ten leadership characteristics were solicited from superintendents and school board presidents of Texas public schools. The population was superintendents and school board presidents from Texas Public Schools. The population was divided into large school districts (>10,000 students) and small school districts (<10,000 students). Data was then generated regarding the respondent’s perceptions of leadership characteristics. Descriptive statistics and Mann-Whitney Tests for differences were used to determine if possible significant differences exist in the data. Results were reported using the Statistical Package for Social Sciences (SPSS 14.0). Major findings of the study suggest: 1. Superintendents may view the importance of instructional leadership, prior work experience in education, and effective school board relations significantly higher than school board presidents. 2. Superintendents of small schools may view the importance of instructional leadership, prior work experience in education, and effective school board relations significantly higher than school board presidents of small schools. Conversely, school board presidents of small schools may view the focus on professional development significantly higher than superintendents of small schools. 3. Superintendents of large schools may view the importance of instructional leadership, comfort with media relations and politics, and effective school board relations significantly higher than school board presidents of large schools. 4. Regardless of school size, superintendents and school board presidents appeared to be in agreement concerning the three least important superintendent leadership characteristics.
school board relations
school board conflict
team of eight
school board president
Groholski, Kenneth L. (2009). District Superintendent and School Board President Perceptions Regarding Leadership Characteristics for Superintendents of Texas Schools. Doctoral dissertation, Texas A&M University. Available electronically from
Showing items related by title, author, creator and subject.
High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District Rios, Carlos (2012-07-16)Current research has described a changed central office perspective that not only includes campus principals as part of the district's leadership team, but also focuses on developing principals' instructional abilities ...
The influence of career preparation courses on student achievement as reported by high school records at MacArthur High School in North East Independent School District, San Antonio, Texas Todd, James Walker (Texas A&M University, 2007-04-25)This study examined the influence of career preparation courses on student achievement at MacArthur High School, San Antonio, Texas. MacArthur is the only high school in the district to use the 6.5 scaled registrarÃ¢ÂÂs ...
Understanding the Lived Experience of Gifted Middle School Students Who Chose to Attend a New School-Within-a-School Gifted Magnet Program Located on a Highly At-Risk Campus Barnes, Ann Elizabeth Akin (2012-02-14)In 2008, Bryan ISD decided to establish a magnet program for gifted middle school students. The program followed the school-within-a-school model and was housed in an existing middle school situated in an area of the ...