The School Board President’s Perception of the District Superintendent: Applying the Lenses of Social Influence and Social Style

Abstract

This exploratory study used components found in social influence theory and social style to examine the school board president's perceptions of the district superintendent's ability to influence the construction of the board agenda and voting decisions made by school boards in 131 randomly chosen school districts. Social influence theory and social style suggest that credibility, social attractiveness, assertiveness, and emotiveness are effective and compelling elements of influence. Results from this study suggest that favorable board decision making for superintendent-recommended action items is closely related to the superintendent's trustworthiness (perceived use of skills and knowledge for the good of the district), expertise (specialized knowledge of the superintendent) and social attractiveness (perceived compatibility with board presidents). Findings also indicate that the attributes of social influence theory and social style are perceived as essential in the superintendent's ability to develop and maintain a cooperative working relationship with board members and the community.

Politics first: Examining the practices of the multi-district superintendent

“…Cuban (1988) and Boyd (1976) argue a superintendent must collaborate with multiple stakeholder groups to ensure the community's values are reflected in the goals and outcomes of the district. Furthermore, empirical studies find superintendents' adeptness at political tasks influences the extent to which school district visions are realized (Johnson, 1996;McHenrySorber, 2014;Petersen & Short, 2001;Trujillo, 2013), as well as the length of superintendent tenure (Grissom & Andersen, 2012;Mountford, 2003). Nonetheless, superintendents spend the least amount of time on political tasks (Cuban, 1988), reporting 27% of their time devoted to this leadership dimension (Jones & Howley, 2009).…”

An Examination of School Board Presidents’ Perceptions of Their Superintendent's Interpersonal Communication Competence and Board Decision Making

“…Research has consistently articulated that a poor relationship between the superintendent and the board of education deters school improvement (Danzberger et al, 1992), affects the quality of educational programs (Nygren, 1992), weakens district stability and morale (Renchler, 1992), negatively influences the superintendent's credibility, expertise, and trustworthiness with board members (Petersen & Short, 2001), impedes critical reform efforts, such as district restructuring (Konnert & Augenstein, 1995), collaborative visioning and long-range planning (Kowalski, 1999) and eventually results in an increase in the "revolving door syndrome" of district leaders (Carter & Cunningham, 1997;Renchler, 1992).…”

“…Investigations conducted on district superintendents have attributed a variety of factors for their success or failure. Many conclude that interpersonal skills such as communication, listening, empathy, and trust are essential in the development and maintenance of a cooperative relationship between the superintendent and board of education (Berg, 1996;Bratlein & Walters, 1999;Carter & Cunningham, 1997;Glass, 1992;Kowalski, 1999;McCurdy, 1992;Petersen & Short, 2001;Tallerico, 1989;Yukl, 1994). Glass, Björk, and Brunner (2000) reported that superintendents judged as exemplary leaders spend twice as much time as their counterparts in meeting and communicating with board members.…”

“…There are, however, individuals within and outside the educational arena that perceive the leadership roles played by the superintendent and board of education in governing the educational organization as well defined. Numerous investigations examining the complexity of this relationship and the influence it has on the leadership of the school organization would indicate otherwise (Campbell & Greene, 1994;Carpenter, 1987;Crowson, 1987;Glass, 1992;Kowalski, 1999;McCurdy, 1992;Norton et al, 1996;Petersen & Short, 2001;Tallerico, 1989). Subsequent sections review research on various aspects of this relationship.…”

Leadership, loss, and healing: A study of women community college leaders who left the presidency

“…Several authors have identified important areas related to enhancing the relationship between governing boards and executives (Petersen & Short, 2001;Piland, 1994;Polk, LaCombe, & Goddard, 1976;Potter & Phelan, 2008;Weisman & Vaughan, 1997a). The human nature of these relationships cannot be ignored (Piland, 1994).…”