Dissertation/Thesis Abstract

Prioritizing the 21st century superintendent's skill set and knowledge base from the school board leadership perspective
by Shaw, Teri L., Ed.D., Western Illinois University, 2014, 355; 3622615
Abstract (Summary)

The purpose of this study was to identify the extent that specific research based skill sets and areas of knowledge emerged as highly important, moderately important, and less important from the perspective of school board leadership as it pertains to 21st century superintendents. The study further disaggregated the data by specific school district demographics. Descriptive statistics were used to analyze the extent that demographics influenced the prioritization of requisite skill sets and areas of knowledge from the perspective of board leadership in regards to a 21st century superintendent.

The study survey also determined to what extent the type of certification to be a superintendent in Illinois mattered to board leadership. The survey found that the type of certification was of less importance than previous work experience based on the data.

This quantitative study was conducted via the ubiquitous electronic survey. The sample population was the presidents and vice-presidents of the eight hundred and sixty eight school districts in Illinois. The research was facilitated with assistance from two state agencies including the Illinois Association of School Boards and the Illinois Association of School Administrators.

Indexing (document details)
Advisor: Kilmer, Lloyd C.
Commitee: Halverson, Dean L., Noppe, Rene J., Sheng, Bridget Z.
School: Western Illinois University
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 75/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, School administration
Keywords: Knowledge base, School board leadership, Skill sets, Superintendents
Publication Number: 3622615
ISBN: 9781303944642
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest