Table of Contents
Shoulders, D. K. (2004). The perceived role of the superintendent in school board member development. EdD dissertation, University of Kentucky.
The 35-item School Board Development Questionnaire (SBDQ) measures the perceptions of superintendents and school board chairs regarding the role that superintendents play in board member development.
A pilot study was conducted with 30 former school board chairs and 30 former superintendents in Kentucky (17 completed surveys were returned). The actual study had a response rate of 86.9 percent for superintendents and 65.3 per- cent for school board chairs (superintendents and school board chairs from 176 public school districts were contacted).
The alpha coefficient (Cronbach) for the entire scale is 0.98.
The literature on superintendents’ relations with boards as well as the literature on their respective roles pro- vided the content for the questionnaire items. The items focused on school board member responsibilities identified in the literature. In addition, the items were reviewed by a panel of five experts. Then, the pilot study was conducted.
A factor analysis was not completed because of a low response rate and because of the high internal consistency suggesting a single factor.
Means and standard deviations were calculated. In addition, a t-test was conducted to determine the statistical significance of the differences in Perception scores. Since the results were significant, chi-squares were calculated for each item. Twenty-two of the 35 items differed significantly.
American Association of School Administrators and the National School Boards Association. (1994). Roles and relationships: School boards and superintendents. Author.
Brunner, C. C., Grogan, M., and Bjork, L. G. (2002). Shifts in the discourse defining the superintendency: Historical and current foundations in the position. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (pp. 211–38). Chicago: University of Chicago Press.
Cuban, L. (1976). The urban school superintendent: A century and a half of change. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Lutz, F., and Iannaccone, L. (1978). Public participation in local school districts. Lexington, MA: D.C. Heath.
School Board Development Questionnaire
1. A significant role of the superintendent is to provide professional development to board members related to their roles and responsibilities.
2. Conflict between superintendents and school boards is due to a lack of understanding in the responsibilities of each position.
3. The superintendent facilitated board training in the establishment of board policy.
4. Individuals who fit the norms, values, and beliefs of the school district are hired for the superintendency.
5. Poor understanding of board member and superintendent roles leads to superintendent job turnover.
6. The superintendent facilitated board training in academic standards and assessment.
7. Development of board policy is the school boards responsibility.
8. The superintendent facilitated board training in the board’s role of being advocates for students and schools to the community.
9. The superintendent facilitated board training in the evaluation process of the superintendent.
10. Superintendent evaluation practices are intended to reward effective practices
11. The superintendent facilitated board training in the development of a board team.
12. The superintendent facilitated board training in developing and implementing a communications plan for handling complaints.
13. As a superintendent, I have assisted board members in understanding policy development.
14. As a superintendent, I have assisted board members in understanding the importance of a district vision.
15. As a superintendent, I have assisted board members in understanding the district’s organizational structure.
16. As a superintendent, I have assisted board members in understanding the assessment and accountability system.
17. As a superintendent, I have assisted board members in planning programs to support at-risk students.
18. As a superintendent, I have assisted board members in developing positive image for the schools in the community.
19. Superintendent evaluation practices reward apolitical norms of behavior.
20. As a superintendent, I have assisted board members in planning employee salary and benefits to retain good teachers.
21. As a superintendent, I have assisted board members in handling parent complaints by using the board policy for communications.
22. As a superintendent, I have assisted board members in achieving good relationships with fellow board members.
23. Governance is the shared responsibility of the school board and the superintendent.
24. As superintendent, I have assisted board members in understanding the board’s role in promoting student achievement.
25. As superintendent, I have assisted board members in developing working relationships with other board members.
26. I believe that politics do not fit within accepted superintendent norms of behavior.
27. As superintendent, I have assisted board members in understanding the board’s role in attracting and retaining teachers.
28. As superintendent, I have assisted board members in understanding the board’s role in minority recruitment for personnel.
29. As superintendent, I have assisted board members in understanding the legal relationship between the school board and school-based decision-making councils.
30. Board-superintendent conflict has resulted in a shortage of applicants for superintendent vacancies.
31. As superintendent, I have assisted board members in understanding the state’s testing program (CATS).
32. High-stakes testing such as CATS and NCLB have resulted in increased superintendent turnover.
33. As superintendent, I have assisted board members in understanding the relationships of the board to other agencies such as cooperatives and government agencies.
34. Exposure to effective school board members as role models influences how I practice school administration.
35. My school district has a formal training program for school board members.
Please provide short answers for the following:
- From what person or agency do school board members receive the majority of their training?
- If you were giving advice to a new superintendent about working with board members on issues, what would you say?
Strongly Disagree = 1; Disagree = 2, Agree = 3; Strongly Agree = 4.