Abstract
Purpose. The purpose of this study was to describe the risk-taking behaviors of superintendents and to describe the impact they had on the risk taking of their principals. Additionally, the variety of perceived "negative prospects" was described in relation to risks that were considered. Third, the study described how superintendents decided whether or not to engage in a "risky" behavior. Finally, the study described the strategies used by risk-taking superintendents to increase the degree of risk taking by their respective principals. Methodology. The researcher used qualitative, descriptive research. The population consisted of eleven superintendents who were frequently nominated as risk takers by other superintendents from five counties in southern California. Each of these superintendents and principals they worked with were interviewed using a semistructured interview. Findings. (1) Superintendents who focused on the empowerment of their principals tended to be associated with the following: they (a) focused less on setting district agendas, (b) were more likely to provoke others to action, (c) were more likely to have principals who felt empowered, and (d) had less of a desire to "selectively focus their efforts." (2) Principals who worked with risk-taking superintendents felt their risk taking was influenced by their superintendents, but the ways in which they were influenced were very diverse. (3) Principals who believed they were naturally inclined to take risks were often encouraged to plan carefully and completely. (4) The risk-taking superintendents often described themselves, not as risk takers, but as determined to accomplish positive things in education. (5) Few superintendents had developed practices or policies regarding risk taking. (6) Risk-taking superintendents did not necessarily encourage risk taking by their principals. Recommendations for action. (1) Administrators should plan thoroughly when contemplating risks. (2) Superintendents who wish to encourage a principal to take risks should tailor the approach to the personality of the principal. (3) It is not necessary to avoid "setting the agenda" to encourage risk taking. (4) Administrators who wish to encourage risk taking should consider many approaches to accomplish this goal. (5) Administrators should implement procedures that support the type of risk taking they wish to encourage.