Abstract
Purpose. The purpose of this study was to examine the perceived expectations of the chief business official held by superintendents, principals, and chief business officials in regard to professional characteristics, professional preparation, professional growth, and personality characteristics of the chief business official. The study also examined if there were differences in these perceived expectations and if there were differences in perceptions regarding the chief business official's ability to facilitate site-based management. Methodology. The researcher used descriptive and ex post facto research. The population consisted of superintendents, principals, and chief business officials from eighty southern California unified school districts. The data from the sixty-five item questionnaire were analyzed by using a one-way ANOVA, the Kruskal-Wallis, the t-test and the Mann-Whitney U. Findings. (1) Superintendents, principals, and chief business officials place greater value on school business experience in areas such as finance, accounting, budgeting, and collective bargaining than on academic preparation for the chief business official. (2) Superintendents, principals, and chief business officials strongly emphasize a variety of leadership skills and styles for the chief business official. (3) Superintendents, principals, and chief business conclude the chief business official is a districtwide leadership position and should be a member of the superintendent's cabinet. (4) The chief business official should have expertise in written and oral communication. (5) The chief business official should be able to work collaboratively with principals as well as assess business services provided by the district. Implications. (1) Universities, colleges, and professional organizations should discuss incorporating leadership, management, collaboration, and communication skills into their training programs for chief business officials. (2) Chief business officials should seek opportunities to learn more about site level leadership. (3) Chief business officials seek a certification process in order to validate their expertise. (4) Chief business officials should view themselves as change agents for educational improvement and seek to understand educational reforms. (5) Chief business officials should continue to provide staff development to site level administrators to enhance understanding of school finance.