Abstract
The purpose of this study was (1) to describe the attributes and characteristics possessed by women Public School Superintendents in the State of California; (2) to determine differences and/or similarities to those of other women administrators according to their self-reported demographic profiles, mobility to relocate for career advancement, aspirations to the position of public school superintendent, personal attributes for a successful career, self-description according to thirteen attributes, leadership styles as head of a work group; and (3) to review information in available literature that describe the socializing factors and cultural conditions traditionally supported by society as standards for the childhood development, education, and leadership aspirations of most women. One hundred fifty-eight (52% response rate) women administrators participated in the study. The subjects were (1) women superintendents, (2) women administrators aspiring to the position of superintendent, and (3) women administrators who did not aspire to the position of superintendent. The groups were generally the same age, mid- to late forties, had parents whose average education level was high school graduation, and over half who grew up in small or medium-sized towns. A higher proportion of superintendents and aspiring superintendents had doctorates than nonaspiring women. The superintendents had fewer job changes during their careers. Sixty-four percent of the aspiring superintendents would take a position requiring a physical move to achieve the goal. Almost one-half (43%) of the nonaspiring subscribed to the item, "There is no way for a woman to achieve the position of superintendent, so I would not try for it." This suggests that the nonaspiring women believe that something outside of their control stands in their way. Additional research in this area is needed. All three groups selected five out of thirteen attributes as most important in pursuing their career. In rank order (1) self-confidence, (2) flexibility, (3) sensitivity, (4) objectivity, and (5) ability to make decisions. All three groups scored themselves higher, and very similarly to each other, on the people rather than the task aspects of leadership behavior.