Abstract
Purpose. It was the purpose of this study to identify and describe the leadership attributes and skills California superintendents will need to successfully lead school districts in 2020. In addition, it was the purpose of the study to identify and describe the leadership attributes and skills perceived to be most important for California superintendents. Methodology. The subjects in the present study were 111 California superintendents of public school districts. All subjects responded to an electronic survey where they rated twenty attributes and thirty-one skills regarding importance for California superintendents in 2020. The superintendents also identified the top three attributes and the top five skills they believed would be needed by superintendents in 2020. Telephone interviews were conducted with six superintendents. Interviews further assessed the superintendents' opinions about attributes and skills needed. Findings. Examination of quantitative and qualitative data from the electronic survey and follow-up interviews indicated having integrity/being trustworthy was identified as the most needed attribute for superintendents in 2020. Being ethical/honest was identified as the second most important attribute. Being sociable/playful was the attribute rated lowest in importance for superintendents in 2020. The skills ranked highest in importance for California superintendents in 2020 were first, building relationships, second, possessing strong communication skills, and third, establish clear directions and goals. Superintendents did not highly rate celebrate diversity, be creative, and innovative and understand the client's position. Conclusions. The study data supported the conclusion that California superintendents appear to be much less informed about future trends than necessary to lead transitional change. Additionally, it was concluded California superintendents do not utilize creativity and a mindset of abundance as skill sets of leadership. Another conclusion was that valuing diversity will be an important skill for leaders in 2020. Recommendations. Mandatory professional development of at least eighty hours a year to prepare superintendents to lead restructuring of the California K-12 public education system is advised. A partial list of content for professional development includes demographic and trend data for California, an overview of the drivers of change, globalization effects, cultural proficiency, problem-solving models, self-knowledge, creativity and innovation, and the change process.