Abstract
Purpose. The purpose of this study was to develop and test a model of political leadership behaviors and to determine what behaviors and skills superintendents utilize with community organizations in the external political environment to achieve their educational goals. Methodology. A case study was conducted using structured interviews with six California superintendents. Data from the interviews were analyzed to identify patterns of behaviors and compared to the model of political leadership. Findings. Superintendents viewed education as a political system. They set their educational agendas with input from internal and external groups, developed tasks to be accomplished, used networks and coalitions to complete tasks and achieve their agendas, and used the skills of situation analysis, negotiation, and trust building. Superintendents identified communication skills and having a clear sense of purpose as other important skills they use with external groups. Conclusions. (1) Superintendents use specific political behaviors with external groups; (2) internal groups are more influential in setting agendas to achieve the superintendents' educational goals; (3) business groups are necessary to task accomplishment, but do not influence agenda setting; and (4) the model addressed many, but not all, of the skills superintendents use with external groups. Recommendations. (1) The model should be expanded to include communication skills and clear sense of purpose; (2) the expanded model should be tested with women superintendents, with a larger sample of superintendents, with internal groups and organizations, and with high school principals; and (3) aspiring superintendents should seek training in political leadership behaviors and opportunities to be mentored by superintendents with political leadership skills.