The daily administrative work behavior and activities of selected superintendents in small, medium, and large-sized school systems in the state of Tennessee

This study sought to explore the work behavior of superintendents of education using observation techniques other than those employed by Mintzberg and subsequent "Mintzberg-like studies" .

The purpose of the study was to: (1) probe the quantitative nature of the superintendency--how superintendents of education spent their time, (2) explore differences in the work behavior of superintendents administering small, medium, and large-sized school districts, (3) ascertain the amount of unscheduled time, and (4) comparatively assess superintendents' perceptions of expended work time with observed work time.

Fifteen superintendents were selected for study from Tennessee school districts--five superintendents operating small school systems (1,000-4,999 students); five superintendents from medium-sized systems (5,000-14,999 students); and five superintendents administering large systems (15,000+ students). Work behavior for each superintendent was observed for two full working days, recorded at 15 second intervals, and placed in one of 19 categories. Thus, the study produced 294 hours and 26 minutes of observed work behavior.

It was found that superintendents exhibited on-task behaviors 83.7% of the work day; were unable to schedule 21.1% of their work time; expended the highest percentage of work time in six specific areas; and, school district size influenced, and in many cases, determined the work activities of school superintendents. Findings were also placed in the context of a 10 hour work day.

The following conclusions were reached:

1. Superintendents most often worked to accomplish the duties and responsibilities of the superintendency within the confines of the central office complex.

2. Superintendents were managers and not necessarily instructional leaders.

3. The chief administrator used off-task behaviors as a legitimate means to augment decision making.

4. Superintendents of education must possess considerable expertise in the areas of management, finance, supervision/evaluation, time management, public relations, and personnel management.

5. Superintendents were actively and aggressively involved in political activism.

6. System size, central office staff allotments, and organizational size contributed to differences in the duties and responsibilities of superintendents.

7. Superintendents experienced unanticipated activities, events, and meetings that could not be controlled, avoided, or formally scheduled.

8. Superintendents participating in this study were accurate in their estimates of expended work time.