Common Characteristics of the Superintendency as Identified by Exemplary Arizona Superintendents

Abstract

To be successful, future leaders of the school, district, or other levels will require very different characteristics than those expected of leaders in the last decade (Fullan, 2000). The purpose of this study was to identify the key characteristics needed by school district superintendents to meet the demands of this position in the twenty-first century. The key characteristics were identified by exemplary superintendents who had been recognized for their effectiveness. The ten most frequently identified characteristics were then analyzed for commonalities and anomalies. A selected group of survey respondents also participated in semi-structured interviews to develop an understanding of the context surrounding the characteristic selections.This study of the key characteristics of effective superintendent indicates that an effective Arizona school superintendent for the 21st century must be centered on having the capacity, knowledge and aspirations to develop a collaborative relationship-driven culture. This study suggested both quantitatively and qualitatively that the development of positive relationships with all educational stakeholders was imperative to the success of the superintendent. Practicing and future superintendents will need to have superior interpersonal skills to be successful in the 21st century. Practicing and future superintendents will need to have superior interpersonal skills and it is the responsibility of university programs and professional organizations to provide opportunities for the development of these skills.