Abstract
The purpose of this ex post facto, descriptive study was to determine if there were significant differences between the perceived expectations for the chief school business official (CSBO) held by superintendents and those held by principals in regard to professional characteristics, including professional preparation, professional growth and service, and personality characteristics as well as those characteristics desired of the CSBO to facilitate school-based management (SBM). The study involved a total of 177 superintendents and principals from the districts in central California counties meeting the criteria for the study. The data from a sixty-four item questionnaire were analyzed using a one-way ANOVA. The findings yielded strong support for professional preparation of the CSBO in accounting, economics, and public administration; all aspects of school business operations; collective bargaining under California law; understanding the probable effects of business applications and functions on educational programs of the school; a variety of leadership styles. There was strong support for professional growth and service in that the CSBO should be professionally involved; enroll in university seminars; continually assess business services; review expectations with the superintendent; be on the superintendent's cabinet; work collaboratively with principals in managing school financial resources; be the superintendent's designated financial spokesperson; support the superintendent; have expertise in a variety of communication skills. Based on the judgment of principals and superintendents, a list of strongly supported personality characteristics was generated from this study. There were significant differences between principals and superintendents regarding how they viewed needed professional preparation for the CSBO. The principal's support was stronger than the superintendent's for the suggested professional preparation needs. Principals and superintendents were in closer accord regarding professional growth and service, personality characteristics, and characteristics desired to facilitate SBM as there were no significant differences between the two groups for the CSBO. Descriptive information regarding professional preparation, growth and service, and personality characteristics was generated and analyzed indicating the strength of the responses in each category. The following recommendations were made: Principals should be mentored to become CSBOs; strategic planning to implement SBM should include principals and be supported by superintendents regarding financial implications of implementing SBM; higher education institutions should allow an option for the school business administration path; partnerships between higher education and local districts should be established to develop strategies to implement SBM; superintendents should examine hiring practices to determine if all administrative positions should be credentialed or certified; personality characteristics should be considered in the selection and self-analysis of an individual's thinking of the position of CSBO; and CSBOs should be encouraged to participate in professional organizations and continuing education.