Postprint version. Published in Journal of Educational Administration, Volume 40, Issue 2, January 1, 2002, pages 158-171.
Copyright 2002 Emerald Publishing Group.
NOTE: At the time of publication the author George Petersen was not yet affiliated with Cal Poly.
The definitive version is available at https://doi.org/10.1108/09578230210421114.
Understanding the multifaceted roles and responsibilities of the district superintendent as an instructional leader has proved to be a long-standing and sometimes elusive endeavor. In spite of the consistency of research findings, instructional leadership remains one of the more controversial characteristics associated with the examination of the district superintendent. The findings reported here are part of a larger study on the role and responsibilities of the superintendent as an instructional leader. Specifically, this investigation examined the covariance between school principals' and school board members' views of the instructional leadership of the district superintendent. Results from this correlational and regression analysis empirically illustrate a statistically significant relationship between superintendent vision and the factors of organizational mission, program and personnel evaluation, principal decision-making and school board/community involvement. The findings also suggest that involvement of professional educators and members of the community in formulating instructional programs significantly affects the success of the district leader.