Abstract
Purpose. The purpose of this study was to examine the practice of leadership behaviors by superintendents, who earned their Ed.D. at the University of La Verne, to determine if their leadership behaviors reflected the tenets, themes, and practices of the University of La Verne doctoral program. Superintendents from other universities were also included in the study. Leadership behaviors of the two groups of superintendents were compared and gender, ethnicity, length of service, size of school district were examined to determine if these variables impacted the practice of the identified twelve La Verne leadership behaviors. Methodology. This study combined three research designs: descriptive, ex post facto, and correlational. The Leadership Practices Inventory (LPI) and two additional questions concerning conflict management were used to collect data. Thirty-five superintendents who earned their Ed.D. at the University of La Verne and five principals, who report to each of them, were surveyed. An equal number of non-University of La Verne superintendents and their principals were also surveyed for a total of 420 educators. The return rate by these superintendents was 70 percent. Findings. The superintendents, who earned their Ed.D., at the University of La Verne "usually" practice the leadership behaviors that reflect the tenets, themes, and practices of the University of La Verne doctoral program. The comparison group of non-University of La Verne superintendents "usually" practice those same La Verne leadership behaviors. There was no significant difference between the two groups on their self-ratings of the use of the La Verne leadership behaviors. There was a significant difference in University of La Verne superintendents when compared with principals' ratings in only one area, "responds to the environment and considers the entire system, including all constituents." The principals' ratings were higher. When female superintendents from both groups were compared, there was a significant difference in the practice of the La Verne leadership behaviors in seven areas. The non-University of La Verne superintendents rated themselves as using the leadership behaviors more often than their counterparts from the University of La Verne. Conclusions. Educational leaders from both groups recognize the importance of practice the La Verne leadership behaviors on a regular basis. From the data collected, it can be concluded that universities of higher education are preparing educational leaders to meet the challenge of strong leadership necessary for the future. Recommendations. New superintendents and other educational leaders need to be trained in the practice of the La Verne leadership behaviors so that the strength of leadership continues as new superintendents are identified in the state of California.