DOI
https://doi.org/10.25772/wfjn-3y98
Defense Date
2009
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. William C. Bosher
Second Advisor
Dr. M. Kenneth Magill
Third Advisor
Dr. Mark C. Hampton
Fourth Advisor
Dr. Vicki B. Wilson
Abstract
The purpose of this study was to determine if there were differences in the perceptions of the leadership practices utilized by Virginia superintendents in rural, urban, and suburban school divisions. Never before in the history of public education has the spotlight shone so brightly on the field of public education. The federal government seeks guarantees that every child is being educated based on a minimum level of standards and that every school in the country is making annual progress. In this era of accountability, school systems, superintendents, principals, and teachers across Virginia are under immense pressure to have their individual schools accredited by the state and to make adequate yearly progress (AYP) as defined by the federal government.
To obtain data on the Virginia superintendents’ perceptions of leadership practices, a survey, the Leadership Practices Inventory (LPI) designed by Dr. Jim Kouzes and Dr. Barry Posner, was mailed to and returned by current superintendents in Virginia. The survey also obtained demographic data and included a question on the perceived high turnover rate among superintendents. After three weeks, 107 of the 132 superintendents in Virginia had responded for a return rate of 81.1%.
This study revealed two major findings. A significant difference existed among urban and rural superintendents and one of the Five Practices of Exemplary Leadership - Challenge the Process. The other major finding was the norms of the self-reported leadership practices of the superintendents in this study were higher than the norms reported by Kouzes and Posner.
Rich information in the field of leadership, especially as it relates to the top division-wide leadership position in a school division, is still untapped and needs further research. It is imperative that the individuals designing education preparation programs at colleges and universities include extensive learning opportunities and leadership experiences for future leaders unique to rural, urban, and suburban communities. School divisions seeking to “grow their own” leaders should have leadership training programs specific to the unique communities they serve.
Rights
© Brian Patrick Fellows 2009
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
10-29-2025