Abstract
Purpose. The purpose of this study was to identify and describe (1) human resource issues that create conflicts; (2) the types of conflicts that occur; and (3) practices superintendents use to manage conflicts with board members regarding human resource/personnel issues. Methodology. This study used a descriptive research design. Thirty-five Northern California superintendents were selected using a probability, systematic random sampling technique, from districts with an enrollment between one thousand and five thousand students. The study used a semistructured interview instrument to guide the telephone interviews. Conclusions. The nine main conclusions of the study were: (1) appraisal of personnel is the area most likely to create conflicts; (2) boundary conflicts are the most prevalent type of conflicts generated; (3) communication and feedback is the most predominately used strategy by superintendents in managing conflicts; (4) role analysis technique is the second most used strategy; (5) timely, clear, and open communication is an important factor in managing conflicts; (6) defining norms, roles, and responsibilities with the board can help build a strong relationship; (7) building a "team" relationship with the board is important; (8) agreeing not to "surprise" either the board or superintendent is a key in building trust; and (9) no statistical difference was found based on the demographic information. Recommendations. The ten main recommendations for action are: (1) define roles and responsibilities in human resource/personnel administration; (2) write contract language addressing the roles and responsibilities of human resource/personnel administration into the superintendent's contract; (3) build a superintendent/board relationship on communication, trust, and support; (4) build a school governance "team"; (5) learn and use conflict management strategies in human resource/personnel administration; (6) develop training materials to support conflict management strategy implementation; (7) develop a joint "Conflict Resolution Team" (i.e., ACSA/CSBA); (8) develop formal superintendent mentoring programs; (9) implement comprehensive coursework on conflict management in university educational administrative programs and other training programs; and (10) convene a network session for chief executive officers of corporations (profit/nonprofit) and superintendents to discuss board relationships.