Perceived conflict among Wisconsin superintendents and its relationship to selected factors

The pressures under which superintendents must administer and the national media attention given to conflicts within the school setting prompted this study of conflict in the superintendency. The purpose of the study was to examine the conflict reported by Wisconsin superintendents and to determine if it had any relationship to the superintendents\u27 leadership styles, conflict resolution styles, experience as district administrators, self-reported level of success, and enrollment of the district. Data for the study were obtained through a survey mailed to selected Wisconsin K-12 superintendents the summer of 1987. Results of the survey and subsequent data analyses indicated that Wisconsin superintendents predominantly believed themselves to be team administrators. Their usual method of dealing with conflict was to confront it to work for reasonable solutions, rather than using forcing or smoothing techniques. The areas of their positions which produced the most conflict for superintendents included administration of negotiated agreements, time requirements of the job, fulfilling state, federal, and court requirements, and special interest groups. These areas caused moderate to large amounts of conflict for the superintendents. Areas accounting for the smallest amount of conflict included relations with private or parochial schools, establishment or change of attendance boundaries, cultural diversity within the district, relations with the press/media, student discipline policy development, and transportation services. The study was unable to analyze the relationship between leadership style, conflict resolution style, and the conflict perceived because of skewed returns, and it found no significant relationship between the enrollment of the district, the experience of the superintendent, or the superintendent\u27s feeling of success with the conflict perceived. The researcher recommended that prospective superintendents develop a repertoire of conflict resolution skills, learn to foster change rather than fight it, and try to view conflict as a healthy opportunity for growth within the school setting