Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This study examines the educational and professional backgrounds, opinions, practices, and working conditions of Arizona school superintendents with respect to their districts' reading programs. The questions investigated for this study were: (1) What are the educational, professional and reading backgrounds of Arizona school superintendents? (2) What professional organizations and publications appear to be most influential for Arizona school superintendents? (3) What are the expressed important tasks of Arizona superintendents? (4) Who advises Arizona school superintendents about reading matters? (5) What criteria do Arizona school superintendents use to select advisors in the area of reading? (6) What methods do Arizona school superintendents use to evaluate their reading programs? (7) What are the opinions of Arizona school superintendents regarding the effectiveness of their district reading programs? (8) What solutions to the reading problems of their districts do Arizona school superintendents propose? (9) What negative factors do Arizona school superintendents believe influence their districts' reading programs? A stratified, randomized sample of (36) Arizona school superintendents was selected to participate in the study. Twenty-nine superintendents actually participated. Superintendents tended to hold advanced degrees, and a majority of them had earned doctorates. Their advanced degrees were usually in education administration, while their undergraduate degrees were very diverse. They tended to have few if any hours in reading courses. They did not read journals devoted to reading, nor did they attend reading conferences. Their reading advisors did not tend to be reading specialists, although superintendents stated that they valued "reading knowledge" and "reading experience" in their advisors. The solutions to superintendents' reading program difficulties tended to be external solutions, rather than solutions which could be implemented by themselves. A variety of other findings are reported in the study.

The study was undertaken to identify factors which lead to the selection of females as public school superintendents. Previous studies in current literature appeared to concentrate on negative aspects of female exclusion in administration. Four categories encompassing possible influential factors were studied. Those categories were, (1) family influence, (2) role models, (3) motivation, and (4) personal characteristics. In order to compare female perception of these factors, a random sample of male superintendents was selected to determine whether perceptions were similar or different from those of the female superintendents. In the family influence category, the male and female sample population considered themselves most like their fathers in character and personality while a smaller percentage of male and female respondents indicated a similarity to their mothers. In the Role Model category, both male and female superintendents generally attributed their career decisions to the influence of family and non-family role models, sponsors, and mentors. In the Motivation category, both sexes appeared to be highly motivated by the desire to influence policy, and to better themselves. The majority of both sexes also agreed that they have not yet reached their ultimate career goals in educational administration. In the category of Personal Characteristics, there was little, if any, difference between male and female respondents. The male and female superintendents, as separate and combined groups, ranked four personal characteristics in the same order of importance: (1) qualifications, (2) administration experience, (3) knowledge, and (4) education. On the whole, there does not seem to be a significant difference in any of the categories; however, in specific items within each category a significant difference can be observed. Several conclusions can be drawn following this study. Because existing literature on positive influential factors is limited, this can be considered a new area. The researcher is hesitant to generalize from the conclusions about the entire public school superintendent population. The literature reveals several studies have been done to find personal characteristics common to male and female administrators. Finally, one might conclude that most of the population of superintendents may be found to have the same characteristics.

Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (M.A.)--University of Oregon, 1936. / Bibliography: p. 65-66.

Thesis (Ed. D.)--Temple University. / Includes bibliographical references (p. 221-226).

Thesis (Ed. D.)--Temple University, 1931. / Vita. Bibliography: p. 114-115.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 116-120).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.