Suggests that negotiations between a board of education and the superintendent are difficult and can be embarrassing, but they can contribute to an understanding of the way two parties work cooperatively for better schools. (JF)

A school superintendent's typical day during and personal reactions to a 14-day teacher walkout in Hammond, Indiana. (Author)

Offers guidelines to school boards in deciding whether to hire an insider or an outsider to fill the position of superintendent. (WD)

Recent research has studied superintendents who survive in high-risk periods, those years in a school district when the odds of superintendent involuntary turnover are the highest. In this article several long-term superintendents are interviewed and their survival and conflict management skills shared. (WD)

Gives a composite view of the successful superintendent in Ohio. The information is based on a study of 16 superintendents identified as the most successful in the state. (IRT)

Among the findings of telephone interviews of 50 Pennsylvania superintendents are that the superintendents are irked by the paperwork demands of governmental agencies, uneasy about not being closer to instruction and the classroom, and feeling the pressures of the job, but ready to do it over again. (Author/IRT)

The author asserts that superintendent's leadership behavior, more than any other factor, determines the character and quality of the instructional programs provided for learning and language disabled students. (Author)

Lists superintendent characteristics boards of education most often specified as desirable and suggests behavioral patterns that will help develop the four qualities most sought by boards. (IRT)

Reports on a survey of school superintendent job satisfaction. (IRT)

A 1995 survey of 590 children of Nebraska school administrators revealed that the majority of administrators begin their careers when they have small children. Nearly two-thirds of respondents attended the same school where their parents worked. A majority of respondents liked being administrators' children. Teasing bothered many, but being the…

Uses multidimensional ethical framework to critique 15 Virginia superintendents' responses to the achievement gap as measured by the Standards of Learning (SOL) tests. Questions majority of superintendents' readiness to deal with moral and ethical issues related to achievement gap. (Contains 24 references.) (PKP)

Describes what motivates educators to become superintendents, what causes them to resign, and what school boards can do to increase the likelihood they will stay by reducing negative factors and increasing positive ones. (PKP)

Investigates superintendent searches to determine the degree of similarity between the leadership qualities and characteristics recommended by the Standards for School Leaders (Interstate School Leaders Licensure Consortium) and the superintendent qualities desired by school boards. Finds that school boards valued standards that emphasized…

Discusses superintendent's role in school-community relations. (Contains 13 references.)(PKP)