Abstract
Purpose. To identify the social issues having the greatest impact on California public schools as determined by superintendents. Additionally, this study determined the context in which specific social issues present themselves in school districts in California. This study determined the leadership strategies utilized by superintendents when social issues emerge in school districts. Finally, this study matched specific leadership strategies to identified social issues and contexts as determined by a panel of experts. Methodology. This study utilized a mixed-methods qualitative and quantitative research design in order to obtain data pertinent to the study. The methodology of this study involved three phases. Phase 1 was based on a survey of 110 randomly selected superintendents throughout the State of California. Phase 2 of this study involved sharing the data derived from phase 1 with a group of selected superintendents and conducting semistructured interviews. Phase 3 of this study involved sharing the data derived from phase 1 and phase 2 with experts in the area of leadership and conducting semistructured interviews in order to determine the recommended leadership strategies. Selected findings. (1) Health care costs, accountability, and assessment are the social issues having the greatest impact on California public schools. (2) Leadership strategies include: Participate in larger societal conversations, recognize the total system effects of social issues, engage in collaborative strategic planning, keep channels of communication wide open, and build partnerships with unions and the larger community. Selected conclusions. (1) The study data support that health care costs, accountability, special education, and NCLB will continue to have a significant impact on California public schools. (2) The utilization of effective strategies appears to be inconsistent among superintendents. Selected recommendations. (1) Pursue actions to reduce the cost burden of health care. (2) Actively assist legislators in understanding the flaws in the No Child Left Behind Act. (3) Train leaders in the areas of small group facilitation, conflict resolution, communication, and relationship building skills.