Factors That Enhance Long-Term Tenure as Identified by Hispanic Superintendents in South Texas Border School Districts

Abstract

The purpose of this research study was threefold: (a) to determine the validity of the Organizational and Leadership Effectiveness Inventory (OLEI) in accessing the Hispanic superintendents’ perceptions on the four factors of the Synergistic Leadership Theory (SLT); (b) to explore Hispanic superintendents’ perceptions on the four factors of the Synergistic Leadership Theory including: leadership behavior, with management and interpersonal behaviors as sub-factors, external forces, organizational structure, and attitudes, values, and beliefs; and (c) to identify the group differences of those perceptions. The Synergistic Leadership Theory (SLT) was the theoretical framework used for this study and consists of four factors including: leadership behavior, external forces, organizational structure, and attitudes, beliefs, and values. The target group sample included Hispanic superintendents in south Texas border school districts including Texas Education Agency (TEA) Education Service Centers (ESCs) Regions One, Two, and Twenty. Thirty-seven (37) out of sixty-five (65) superintendents responded to the survey for a 57% response rate. The Organizational Leadership Effectiveness Inventory (OLEI) survey instrument was found to be a valid instrument in accessing Hispanic superintendents’ perceptions on the four factors of the Synergistic Leadership Theory. Analysis of respondent data using multiple-way ANOVA showed leadership management and interpersonal behaviors, and values, attitudes and beliefs to be significant for superintendents who served in rural versus suburban and suburban versus urban school districts. For the organizational structure factor, the main effect of the school district was significant for superintendents who served in rural, suburban, and urban school districts. Furthermore, there was significance in leadership interpersonal behaviors and values, attitudes and beliefs for years of experience as a school district superintendent for superintendents who had 1-3 years of experience and those who had 4-6 years of experience. Finally, according to the data, there was no significance for the external forces factor.