Education Policy Analysis Archives - Volume 17 - Number 23 - December 4, 2009 - Contextual Influences on Superintendents' Time Usage

Oct 15, 2026

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Using survey data from superintendents in four U.S. states, this study examines how contextual factors and the real or perceived stringency of accountability measures shape where superintendents allocate attention across major job roles. The research focuses on whether stringent accountability relates to increased emphasis on educational leadership versus managerial functions. Five contextual variables—enrollment, locale, SES, funding, and percentage minority—are analyzed across a sample of 941, yielding 68% questionnaire return. Results show contextual factors, especially enrollment and rural district location, most strongly affect attention to managerial tasks, with time allocation differing by state.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Introduction

Method and Contextual Variables

Findings and Conclusions

EDUCATION POLICY ANALYSIS ARCHIVES English Editor: Sherman Dorn Spanish Editor: Gustavo Fischman College of Education Mary Lou Fulton College of Education University of South Florida Arizona State University Volume 17 Number 23 December 4 , 2009 ISSN 1068–2341 Contextual Influences on Superintendents' Time Usage Kim Jones Trimble Local Schools Aimee Howley Ohio University Citation: Jones, K., & Howley, A. (2009) . Contextual influences on superintendents’ time usage. Education Policy Analysis Archives, 17 (23) . Retrieved [date] from [http://epaa.asu.edu/epaa/v17n23/](http://epaa.asu.edu/epaa/v17n23/) . Abstract Using data from a survey of superintendents in four states, this study explored how contextual factors and the real and perceived stringency of accountability measures influence the attention superintendents pay to the different roles comprising their work. A major concern was the extent to which stringent accountability was associated with superintendents’ tendency to emphasize educational leadership rather than managerial functions. Recognizing that other circumstances also might contribute to superintendents’ decisions about how to balance their work, the study included five contextual variables: enrollment, locale, SES, funding, and percentage minority. From a sample of 941 superintendents, 68% returned questionnaires. Findings: although superintendents’ perceptions of the stringency of state accountability measures were related to their location in high-or low-stringency states, contextual factors and especially enrollment and the location of a district ina rural region had the most pronounced effects on their attention to managerial tasks. Allocation of time varied by state; however, across states very few superintendents’ devoted the majority of their time to educational leadership. Keywords: educational leadership; role conflict; accountability; rural schooling. Influencias contextuales sobre el uso de tiempo de los superintendents Resumen Utilizando datos de una encuesta con superintendentes en cuatro estados, este estudio investigó cómo los factores contextuales, percepciones acerca del rigor delas medidas de rendición de cuentas influyeron en los niveles de atención que superintendentes dieron a las distintas funciones de su trabajo. Una preocupaciónimportante fue entender en que medida los modelos de “rendición de cuentasestrictos” se asociaron con la tendencia de los superintendentes, para subrayar elliderazgo educativo en vez de funciones de gestión. Reconociendo que otras variables también podría contribuir a las decisiones de los superintendentes sobre la manera de equilibrar su trabajo, este estudio incluyó cinco variables contextuales: matriculación, localización, situación socioeconómica, financiación y porcentaje de minorías. De una muestra de 941 superintendentes, 68% respondieron los cuestionarios recibidos. Conclusiones: a pesar de las percepciones de los superintendentes acerca de la severidad de las medidas de rendición de cuentas del estado estaban relacionadas con su ubicación en estados de alto o bajo de rigor, los factores contextuales y, especialmente, la matriculación y la ubicación en una región rural mostraban los efectos más pronunciados en la atención a tareas de gestión. Laasignación de tiempo vario de estado a estado, sin embargo, en todos los estados muy pocos superintendentes dedicaron la mayor parte de su tiempo al liderazgo educativo. Palabras clave: liderazgo educativo; conflicto de funciones; responsabilidad; educación rural. Introduction The role of the public school superintendent is both challenging and varied, and it has been that way for quite some time (Callahan, 1962; Owen, 1998) . In recent years, accountability requirements and increased standardization associated with the No Child Left Behind Act (NCLB) may have added to the complexity of the role (Farkas, Johnson, & Duffett, 2003) . But little research has explored the influ

FAQs

What data does the study use to analyze superintendents’ time usage?

It uses data from a survey of superintendents in four states, with 941 sampled and 68% returning questionnaires.

Which factors are examined in relation to attention to different roles?

The study considers contextual variables—enrollment, locale, SES, funding, and percentage minority—along with the real or perceived stringency of state accountability measures.

What contextual factors have the most pronounced effects on managerial task attention?

Enrollment and district location in a rural region show the strongest effects on how much attention superintendents give to managerial tasks.

Oct 15, 2026

Uploaded by dawugda