Because the public school budgeting process is arguably the single most important process in a school district, the budgeting process is a leadership challenge for the Superintendent. This leadership challenge is even more pronounced in fiscally dependent school districts where the school board does not have the authority to tax and must obtain funding from the local governing board. In fiscally dependent school districts, superintendents must develop and guide the school district budget through two different boards with different responsibilities and interests: a school board focusing on the educational vision of the school district and a local governing board focusing on overall community needs and tax rates. The purpose of this study was to determine the impact of fiscal dependence on superintendent leadership during the budget process. This multi-case study utilized Stake's (2006) multi-case analysis methods to determine findings from four cases selected using a stratified, purposeful sampling of school districts in Virginia, a fiscally dependent state. The analysis resulted in eleven findings: 1) Superintendents guide school district budgets through the local government approval process. 2) The fiscally dependent method of school district funding in Virginia has a direct impact on the development of the school district budget. 3) The importance of education in a community influences the budget development process. 4) Personalities and relationships can be more important than budget processes and documents. 5) Limited local revenue has an impact on the budget development process. 6) An appointed school board increases the importance of the local governing board and influences the budget approval process. 7) The depth to which local government leaders look at the budget details influences the district budget development process. 8) Superintendents ensure frequent and ongoing dialogue with local government leaders. 9) Superintendents maintain good relationships with the local government leaders. 10) Superintendents have a good budget process and budget document. 11) Superintendents involve and engage the larger school community. This study has implications for superintendents that work in states with fiscally dependent school districts. / Ph. D. / One of the most important and most difficult duties of the superintendent of schools is to develop and get the school district budget approved. This process is even more difficult in fiscally dependent school districts, or school districts where the school board does not have the authority to tax, and must obtain funding from the local city council or governing board. In fiscally dependent school districts, superintendents must develop and guide the school district budget through two different boards with different responsibilities and interests: a school board focusing on education and a local governing board focusing on overall community needs and tax rates. The purpose of this study was to determine how the need for city council, or governing board, approval affects how the superintendent develops and guides the school district budget through the budget approval process. This study resulted in eleven findings: 1) Superintendents guide school district budgets through the local government approval process. 2) The fiscally dependent method of school district funding in Virginia has a direct impact on the development of the school district budget. 3) The importance of education in a community influences the budget development process. 4) Personalities and relationships can be more important than budget processes and documents. 5) Limited local revenue has an impact on the budget development process. 6) An appointed school board increases the importance of the local governing board and influences the budget approval process. 7) The depth to which local government leaders look at the budget details influences the district budget development process. 8) Superintendents ensure frequent and ongoing dialogue with local government leaders. 9) Superintendents maintain good relationships with the local government leaders. 10) Superintendents have a good budget process and budget document. 11) Superintendents involve and engage the larger school community. This research is important because superintendents can use the strategies from the findings during the budget process to maximize the funding they receive from the local government.

This study considered how being Latina, and all the variables inherent in gender and ethnicity intersect when a Latina is a public school district superintendent in Texas; specifically, how a Latina superintendent effectuates meaningful and productive superintendent-board relations. The study employed a phenomenological approach, and utilized semi-structured interviews, collection of artifacts, researcher observations, and a board of education member survey. Through the interpretivist paradigm, elements of gender role theory permeated the study. The notion of the glass ceiling as a barrier that women seeking executive level positions, such as the superintendency, emerged from the discourse of the study. Findings suggest that where professional skills, knowledge, and abilities are concerned there is no gender difference; however, the ability for women to be equally considered for executive level positions, such as the superintendency, suggests that disparity in practice continues to exist. Women are challenged to be equally considered for the superintendency. While women carry a presumably different challenge to balance work and family, the findings suggest that those who have attained the superintendency were able to thrive amidst this challenge. The study also suggests that the three Latina superintendent study participants’ practices in developing and maintaining effective superintendent-board relations sustained prior research in this regard. Where superintendents are strategic and purposeful in their efforts to develop and maintain effective superintendent-board relations, they thrive. In contrast, where superintendents are not strategic and purposeful in their efforts to develop and maintain effective superintendent-board relations, the superintendent’s tenure is abbreviated. / text