Abstract
Purpose. The purpose of this study was to: (1) identify human, technical and conceptual skills women superintendents in California perceived to be essential to role effectiveness; (2) analyze these skills in relationship to selected demographic variables; and, (3) determine ways women superintendents acquire new or desired skills. Research methodology. This was a descriptive, ex-post-facto study. A survey was mailed to 118 women superintendents in California in January 1991; 86 (73 percent) were returned. The chi square test for independence was used to relate specific skills to the size, setting, structure, student ethnicity of the district, and to the superintendent's years of experience in the position. Findings. The top five skills that women superintendents identified as essential to be effective in their role were: (1) effective school board relations; (2) communication; (3) decision making; (4) fiscal management; and, (5) goal setting and planning. The larger and more complex the district, the more women superintendents identified the need to: (1) set goals and plan accordingly; (2) convert plans into action; (3) deal with conflict effectively; (4) motivate others by sharing power and information; and (5) inspire a shared vision about a preferred future. Two skills were identified as emerging training needs: (1) using technology as a management tool; (2) acting as an entrepreneur in securing nontraditional resources. Conclusions. The size of district had the most impact on the skills identified as essential, which suggests that the larger and more complex the district, the more that specific skills are needed by women to be effective in their role. Women superintendents need to place more emphasis on gaining skills in: (1) the use of technology; and, (2) securing nontraditional resources to meet district needs. In districts with increasing ethnic diversity, women superintendents need to be prepared to deal with conflict effectively and act as change agents in integrating both community and staff interests. Women superintendents were more likely to acquire skills by reading professional journals and books, maintaining contact with mentors and colleagues, and by attending conferences designed especially for superintendents. Recommendations. Advanced degree programs in educational administration need to address the differences in skills that may be emphasized in districts depending on the size, structure, ethnic diversity, and setting of the district.