Browsing by Subject "superintendent"
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Item District Superintendent and School Board President Perceptions Regarding Leadership Characteristics for Superintendents of Texas Schools(2010-07-14) Groholski, Kenneth L.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.Item The Influence of the Superintendent of Schools on Student Academic Performance(2010-07-14) Hanks, Jeffrey M.The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable goals for achievement and instruction, board alignment with and support of district goals, monitoring goals for achievement and instruction, use of resources to support the goals for achievement and instruction, defined autonomy, and student achievement. In this study, 300 Texas public school superintendents responded to a survey that measured their perception of superintendent practices and responsibilities. Data was collected and analyzed using SPSS statistical software. A confirmatory factor analysis was conducted, and a structural equation model was constructed in EQS. Loadings for each path in the model were analyzed. A CFA analysis, which was intended to test the measurement model of superintendent leadership practices, was conducted. A 50-item survey which was hypothesized to measure the six dimensions of leadership practices was subjected to a The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable goals for achievement and instruction, board alignment with and support of district goals, monitoring goals for achievement and instruction, use of resources to support the goals for achievement and instruction, defined autonomy, and student achievement. In this study, 300 Texas public school superintendents responded to a survey that measured their perception of superintendent practices and responsibilities. Data was collected and analyzed using SPSS statistical software. A confirmatory factor analysis was conducted, and a structural equation model was constructed in EQS. Loadings for each path in the model were analyzed. A CFA analysis, which was intended to test the measurement model of superintendent leadership practices, was conducted. A 50-item survey which was hypothesized to measure the six dimensions of leadership practices was subjected to a CFA. Results indicated that a two-factor structure model has significantly better data-model fit compared with the originally hypothesized six-factor model. A structural equation model was constructed based on the two-factor model and relationships between each latent variable and student performance were analyzed. Results of this study did not reveal a significant relationship between the latent constructs and student performance, as measured by the leadership practices and responsibilities perceived by participating superintendents and the Texas Assessment of Knowledge and Skills, a criterion referenced test used in Texas to assess primary and secondary student skills in reading, writing, mathematics, science, and social studies. Research articulates the role and responsibilities of the superintendent as the educational leader of a school district with evidence regarding effective leadership skills within the context of expected job tasks. Research substantiates that when superintendents effectively address specific responsibilities they can have a profound, positive impact on student achievement. Focusing on the implications of the Texas accountability system as a means of defining school performance and the need to evaluate the non-discernable aspects of superintendent leadership, this quantitative study sought to examine the relationship between latent constructs of superintendent leadership and academic achievement.Item The role of the superintendent as perceived by school administrators and school board presidents in Texas public schools in Region 20 ESC(Texas A&M University, 2005-02-17) Running, Peter JohnThis study examined the role of the superintendent as it is perceived by school administrators and school board presidents. The study was limited to public schools in Texas located within Region 20 ESC. Responses to a Likert-type instrument were solicited from school board presidents, superintendents and other school administrators (n=163). The questionnaire generated data regarding perceptions toward the role of the superintendent in nine different domains containing 38 different criteria. Results from an ANOVA showed no significant difference at the alpha level of .05. Sidak post-hoc tests were run as well, but because the ANOVA did not reveal any significant difference, the post-hoc data was not presented. The primary conclusion drawn from this study was that the perceived conflict in the literature that exists between boards and superintendents that is prevalent enough to cause a superintendent to leave a district, was not brought to light in this study. Board presidents, superintendents and other school administrators all appear to have the same perceptions regarding the role of the superintendent. This questionnaire did not reveal the source of conflict. However, the data revealed that board presidents, superintendents and other school administrators see the superintendent?s role in the same way. The findings from this research may indicate that as a result of extensive board training, there may be improved respect and communication between the board, superintendents, and other school administrators. Recommendations include, among others: 1. Research into the development of an instrument that examines a more reflective relationship between the board and superintendent dealing with the aspects of personality, character, prejudices and attitudes. 2. Through the legal process, to increase the length of a term for board members from the current three-year term to at least five years. 3. Through the legal process, modify the Open Meetings Act to allow boards the freedom to conduct self-evaluations and ?board performance? issues behind closed doors. This would eliminate the perception of the board ?airing dirty laundry? in public.