A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
PERCEPTIONS OF PENNSYLVANIA SCHOOL BOARD PRESIDENTS AND SUPERINTENDENTS REGARDING THE EFFECTIVE OPERATION OF THEIR BOARDS
Mary Anne Demetris Del Collo, Ed. D.
March 19, 2001

RETURN
edited 6/20/01

 


ABSTRACT

The purpose of this study was to examine the perceptions of Pennsylvania school board presidents and superintendents regarding the effective operation of their boards. The instrument utilized was the Board Self-Assessment Questionnaire (BSAQ), developed by the Center of Higher Education Governance and Leadership, University of Maryland, under funding by the Lilly endowment. The instrument assessed six of the areas deemed important for effective school governance. The six categories were:

1. Making Decisions

2. Functioning as a Group

3. Exercising Authority

4. Connecting to the Community

5. Working Toward Board Improvement

6. Acting Strategically



All 501 school board presidents and superintendents in Pennsylvania were included in the survey. Lists of participants were provided through the courtesy of the Pennsylvania School Boards Association (PSBA).

Results from the survey were analyzed utilizing t-tests for the six categories of effective board operation and the primary research question. Each of the 73 questions was presented according to frequency, mean, and standard deviation. Statistically significant differences were found for the primary research question, "is there a difference in perceptions of Pennsylvania school board presidents and superintendents regarding the effective operations of their boards?" and for five of the six secondary questions. No statistically significant difference was found for the category of "Working Toward Board Improvement."

Effective board-superintendent relations are at the pinnacle of the public education pyramid. Although there are statistically significant differences, there is a strong alignment of perceptions between school board presidents and superintendents. Visionary leadership from the team of ten is necessary if future control of public education is to remain at the local level. According to Boone, annual self-evaluation and ongoing professional development is recommended to clarify roles, identify strengths and weaknesses, promote a concept of accountability, and avoid abuse of power (1991). Knowledge of differences enables the board to focus on appropriate training to improve the leadership team.

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