Abstract
Purpose. This study identifies experiences and/or influences that were significant in the development of visionary elementary school principals. If the determination were made that these principals cited similar experiences/influences, the information could be useful to universities and school districts who are currently charged with training and developing school administrators. This study set out to determine the experiences and/or influences that visionary elementary school principals indicate were significant in their becoming visionary leaders and whether these experiences/influences were moderated by gender or years of experience as a principal. Subjects of this study included elementary school principals within participating school districts in Riverside and San Bernardino Counties, California that were identified by their superintendents as "visionary" based on an operational definition provided. The researcher conducted telephoned interviews using an interview schedule. Findings. Results revealed that only 51 principals out of a possible 447 in the participating districts in Riverside and San Bernardino Counties were identified as visionary. Of those fifty-one, only thirteen were men. The fifty elementary school principals who became the sample of this study identified six categories of influences/experiences that were most significant in their development as a visionary leader. These categories, presented in rank order are: (1) role models/mentors, (2) family/other individuals, (3) formal education/reading, (4) professional development/internship, (5) nature/drive, and (6) need. The first two categories which could be furthered clustered into a more general category of "people" were reported as most significant by 82 percent of these principals. This study further determined that number of years of experience as a principal or by the principals' gender had no effect upon the responses. Conclusions and recommendations. The study concluded that there is a need to produce more visionary principals with perhaps a special focus on men. To build visionary leaders requires, for most principals, purposeful interaction with role models, mentors and/or those close to the candidate like family members. Formal education or professional development activities may support, but not supplant working with others as the primary factor in becoming a visionary leader.