Abstract
Purpose. The purpose of this study was to identify and explore what experienced superintendents perceive as the most critical leadership responsibilities and strategies necessary to success during the first 90 to 180 days of a new superintendency. Methodology. The subjects in the present study were sixty-four experienced seated or retired superintendents belonging to the Northern or Southern California Superintendents Group or members of the Superintendents' Council of the Association of California School Administrators. Participants responded to a thirty-three-item survey-assessing superintendent preparedness, challenges at entry and recommendations for new superintendents. A sample of subjects participated in focus group or individual interviews utilizing twenty-four structured interview questions assessing subjects' personal experiences during the entry period as a new superintendent. Findings. Examination of quantitative and qualitative data from the participants indicated that new superintendents rely on prior administrative experiences as preparation for the superintendency. Developing positive relationships with the school board, fiscal management and political leadership were areas new superintendents were the least prepared and the most challenged. Experienced superintendents perceive the roles and responsibilities have changed making the position more challenging and less attractive to aspiring administrators. Experienced superintendents like their jobs and believe they make a positive impact on the lives of children. Conclusions. The superintendency is unlike any educational administrative position. New superintendents are unfamiliar with the scope and spectrum of the position. External variables from government agencies and changing demographics are changing the roles and responsibilities of the superintendency. Most new superintendents have basic administrative training suitable for the principalship. Superintendents have experience and background in curriculum and instruction, but must be highly proficient in fiscal management, governance, and technology. Recommendations. New superintendents must receive advanced leadership development and more rigorous credentialing relevant to the twenty-first century superintendency. New superintendents must receive district supported coaching during the entry to support their success. School boards must understand entry challenges of a new superintendent. Talented educational leaders must be recruited for the superintendency.