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The problem of this study was to compare concepts of the actual and ideal roles of school superintendents as they are perceived by superintendents and by classroom teacher presidents.

The problem of this study was an investigation of some dimensions of leadership behavior of Texas school superintendents as perceived by themselves and as perceived by their staffs.

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The purpose of this study is fivefold: first, to determine the essential qualifications of a county superintendent; second, to show the status of the present county superintendents in Texas with reference to their education training, experience, and in-service preparation; third, to discover the effect of well-qualified county superintendents on the common school system of Texas; fourth, to show the effect of the appointive method of selecting the county superintendent on the school under his supervision; and fifth, to formulate a plan whereby Texas may secure qualified superintendents.

This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which developed outside the same system. Skills and knowledge areas novice superintendents identified as critical for mentor assistance were school finance, development of effective relationships with groups that have expectations of the superintendent while also improving student achievement, and working within the politics of the position. Mentor characteristics novice superintendents considered necessary for a positive effect on job success include: trustworthiness, confidentiality, empathy, encouraging, active listening, and integrity. An attitude in which the mentor problem solved with the protégé, and did not give an immediate solution was displayed. Mentors actively and frequently initiated contact. Ideas were freely exchanged, giving the protégé undivided attention while not making the protégé feel inferior. The effects that previous mentoring experiences had on novice superintendents influenced whether they chose to mentor another person. Most reported seeking or engaged in a new mentoring relationship. Differences in areas where help was needed among first-year superintendents associated with district size were reported. Assistance in finance was needed regardless of district size, gender, or ethnicity. Superintendents in small districts reported needing assistance in specific skill and knowledge areas. Those in larger districts reported mentor assistance in problem-solving processes to accomplish a task. Differences in needs of first-year superintendents based on gender or ethnicity were identified but generalizations could not be made due to small numbers. Recommendations for university administrative preparation programs and designing formal mentoring programs were made.

The purposes of this study were to determine the predominant career paths of superintendents within the State of Texas and to determine the most important professional positions and areas of professional development as perceived by superintendents and educational experts. The study also compares actual experience and professional development of superintendents with those perceived as most important.

School superintendents of today must balance leadership skills, political skills, instructional skills, and people skills. They are at the forefront of the school district and are the most public personification of the district. They are encumbered with and often held accountable for student achievement, ensuring that all faculty and staff are accountable in their respective areas, and fostering and many times creating a culture that must meet the needs of all of their constituents. Research suggests that being a visible presence in the school district is one way for school superintendents to gauge the effectiveness of the district. Given the complexity of the job, school superintendents must utilize every available moment to ensure that the work of the school district is done in an efficient and effective manner. The successful school superintendent will find ways to be a visible presence in the school district and in the community, thus enabling him to have first-hand knowledge about the actions of the varying constituents in the school district as well as providing opportunities for him to have a positive impact on those actions. This treatise utilizes case study design to analyze the actions of a superintendent in one suburban school district. From the analysis of interviews, documents, and interactions, certain themes emerged. This study suggests that superintendents maintaining a visible presence in the district and in the surrounding community have a positive effect on the studied areas of student achievement, staff accountability, and organizational culture. Additionally, the study analyzed and documented specific behaviors which enable the superintendent to actualize a visible presence in the school district. / text

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