The Influence of the Superintendent of Schools on Student Academic Performance

The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable goals for achievement and instruction, board alignment with and support of district goals, monitoring goals for achievement and instruction, use of resources to support the goals for achievement and instruction, defined autonomy, and student achievement. In this study, 300 Texas public school superintendents responded to a survey that measured their perception of superintendent practices and responsibilities. Data was collected and analyzed using SPSS statistical software. A confirmatory factor analysis was conducted, and a structural equation model was constructed in EQS. Loadings for each path in the model were analyzed. A CFA analysis, which was intended to test the measurement model of superintendent leadership practices, was conducted. A 50-item survey which was hypothesized to measure the six dimensions of leadership practices was subjected to a The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable goals for achievement and instruction, board alignment with and support of district goals, monitoring goals for achievement and instruction, use of resources to support the goals for achievement and instruction, defined autonomy, and student achievement. In this study, 300 Texas public school superintendents responded to a survey that measured their perception of superintendent practices and responsibilities. Data was collected and analyzed using SPSS statistical software. A confirmatory factor analysis was conducted, and a structural equation model was constructed in EQS. Loadings for each path in the model were analyzed. A CFA analysis, which was intended to test the measurement model of superintendent leadership practices, was conducted. A 50-item survey which was hypothesized to measure the six dimensions of leadership practices was subjected to a CFA. Results indicated that a two-factor structure model has significantly better data-model fit compared with the originally hypothesized six-factor model. A structural equation model was constructed based on the two-factor model and relationships between each latent variable and student performance were analyzed. Results of this study did not reveal a significant relationship between the latent constructs and student performance, as measured by the leadership practices and responsibilities perceived by participating superintendents and the Texas Assessment of Knowledge and Skills, a criterion referenced test used in Texas to assess primary and secondary student skills in reading, writing, mathematics, science, and social studies. Research articulates the role and responsibilities of the superintendent as the educational leader of a school district with evidence regarding effective leadership skills within the context of expected job tasks. Research substantiates that when superintendents effectively address specific responsibilities they can have a profound, positive impact on student achievement. Focusing on the implications of the Texas accountability system as a means of defining school performance and the need to evaluate the non-discernable aspects of superintendent leadership, this quantitative study sought to examine the relationship between latent constructs of superintendent leadership and academic achievement