Abstract
The qualitative study presented in this article explores motivations for school board membership and conceptions of power held by school board members. The findings of the study suggest a relationship exists between the way board members define power and the type of motivation board members have for service. The implications of these findings for school board-superintendent relationships are also discussed. The purpose of the article is to suggest new concepts for board training and within superintendent leadership preparation programs so that board members and superintendents can develop healthier relationships.
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