The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of Texas public school superintendents and district performance outcomes. Preliminary steps in the study included the development of a systematic approach to defining and measuring district performance outcomes and the development of a survey instrument which would identify superintendent self-assessed instructional leadership behaviors.

Surveys were sent electronically to superintendents (N=951) to assess self-perceived leadership behaviors. Variables from the Texas Academic Excellence Indicator System (AEIS) database were subjected to factor analysis to identify district performance outcomes and to quantify the district performance outcomes as factor scores.

Canonical correlation analysis and multiple regression analysis were used to analyze the relationship between superintendent instructional leadership behaviors and district performance outcomes. The canonical correlation analysis revealed no evidence to support a hypothesis that a relationship existed between superintendents' instructional leadership behaviors as measured by the Superintendent Instructional Leadership Knowledge & Skills (SILKS) survey (mission, managing the instructional program, climate, or systems of practice) and district Valence Index of Performance (VIP) scores (academic, advanced academic, or teacher characteristics).

In contrast, the linear combination of superintendent instructional leadership domains (mission, instructional management, and systems of practice) were found to be significantly related to district VIP scores (p<.05). More specifically, both instructional management (p<.05) and systems of practice (p<.01) instructional leadership domains were found to be significant contributors to the regression model. Furthermore, as systems of practice leadership behavior scores increased, district performance outcome values increased. More specifically, superintendent self-assessed leadership behaviors linked to increased district performance outcomes in the present study included: the articulation of high expectations for all students, staff, and administrators; a focus on continuous improvement; the alignment of district and campus goals; and the prioritized allocation of district resources.*

*This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Adobe Acrobat.