How Virginia Public School Superintendents Spend Their Time

Abstract

HOW VIRGINIA PUBLIC SCHOOL SUPERINTENDENTS SPEND THEIR TIME By Eric Timothy Armbruster, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Major Director: Whitney H. Sherman, Ph.D. Associate Professor and Dissertation chair Department of Educational Leadership School of Education The purpose of this research is to examine how Virginia public school superintendents spend their time. The primary goal of this study is to determine the differences in how superintendents allocate their time in regards to their involvement with specific tasks. This descriptive study is designed to determine the level of involvement of superintendents throughout the state of Virginia in the areas of fiscal management, facility management, personnel, student personnel and special services, support services, instruction and curriculum, and community relations. This study investigates how much time is spent by superintendents in specific performance areas as defined by the Guidelines for Uniform Performance Standards and Evaluation Criteria for Superintendents. It also examines differences in superintendents’ time and task apportionment related to differences in superintendent experiences, as defined by gender, years in current position, size of school division, and student achievement of the school division. Furthermore, it investigates to what extent the experiences of superintendents as defined by gender, years in current position, size of school division, and student achievement of the school division explain a need for professional development in each of the criteria of the Guidelines for Uniform Performance Standards and Evaluation Criteria for Superintendents? The results of this study may reveal a need for professional development in specific evaluation criteria areas related to planning and assessment, instructional leadership, and safety and organizational management for learning. The identified superintendent levels of time and task apportionment for professional development in specific performance criteria may assist superintendents, school board members, and professional support organizations in planning and implementing professional development for superintendents to meet specific learning needs. Recommendations of the study may include: differentiated professional development offerings for superintendents, more executive training opportunities for superintendents, replication of this study in other states, establishment of national standards for performance and evaluation, and a follow-up study of why superintendents desire professional development in specific criteria areas.