The purpose of this research is to examine how Virginia public school superintendents spend their time. The primary goal of this study is to determine the differences in how superintendents allocate their time in regards to their involvement with specific tasks. This descriptive study is designed to determine the level of involvement of superintendents throughout the state of Virginia in the areas of fiscal management, facility management, personnel, student personnel and special services, support services, instruction and curriculum, and community relations. This study investigates how much time is spent by superintendents in specific performance areas as defined by the Guidelines for Uniform Performance Standards and Evaluation Criteria for Superintendents. It also examines differences in superintendents’ time and task apportionment related to differences in superintendent experiences, as defined by gender, years in current position, size of school division, and student achievement of the school division. Furthermore, it investigates to what extent the experiences of superintendents as defined by gender, years in current position, size of school division, and student achievement of the school division explain a need for professional development in each of the criteria of the Guidelines for Uniform Performance Standards and Evaluation Criteria for Superintendents?

This study was concerned with which competencies are considered necessary for success as a Texas public school superintendent, and the results were derived from responses to a questionnaire by practicing school superintendents in Texas during the spring of 1975. Summary of Findings: The literature reviewed and the data obtained from the survey instrument appeared to indicate that school superintendents in Texas do need certain competencies in order to adequately fulfill their role in the educational setting. This study was limited to seventy-five school superintendents in Texas. There were variations in their responses depending on: 1. Size according to pupil population. 2. Wealth according to the amount of taxable value located in the school district subject to taxation backing each pupil enrolled. 3. Experience of the superintendent surveyed. There was no effort to develop historically the concepts related to the competencies necessary for success as a school superintendent in Texas. Only opinions of writers and school superintendents of schools serving in Texas schools were used in this study.