A study of perceived differences in administration of school districts in Tennessee which operate under elected or appointed superintendents

A questionnaire was sent to each superintendent in Tennessee. This questionnaire consisted of areas of common concern for the urgent needs of the superintendents based on a recent survey conducted by the National Center for Educational Statistics concerning current, urgent needs of the superintendent. A second questionnaire was sent to the chairman of each board, to all presidents of local education organizations, a random sampling of one board member from each system; presidents of parent-teacher organizations, to a principal from each level (elementary, middle-grades, high school) in each district.

The findings of this study revealed that the appointed superintendent is perceived as being superior to the elected superintendent in many ways. The superintendents who had been appointed by school boards in Tennessee were better educated, had more experience to help them on the job, and were generally older than their elected counterpart. They were also more frequently evaluated by the school board. Board-appointed superintendents were perceived to be superior in the areas of training and experience; leadership; organization; handling of curriculum, personnel, budget; and building maintenance. The total educational community consistently rated the appointed superintendent superior in all areas of his/her operation. Laypersons serving under all types of superintendents rated their superintendent higher in all areas than did professionals. This study shows very clearly that the appointed superintendent has greater stability in office, superior training, and is more cognizant of education needs in his/her district. The findings of this study do not support the assertion of stronger public relations of those who favor electing their superintendent. The board-appointed superintendent tended to distribute his time more evenly among all concerns, rather than dwelling as much on specific concerns as did elected superintendents. All Tennessee superintendents tended to show less concern (than shown nationally) for professional negotiations, civil rights, and energy management.

Recommendations were that Tennessee adopt legislative action mandating the appointment of superintendents by school boards in all school systems in Tennessee; that the Tennessee School Boards Association continue its present position in support of appointing school superintendents in Tennessee; that the Tennessee Education Association reverse its present position supporting the election of Tennessee superintendents; that the Tennessee State Board of Education recommend the appointment of superintendents as standard practice in Tennessee.