Suber, Dianne Boardley2014-03-142014-03-141996etd-10032007-172111http://hdl.handle.net/10919/39582The purpose of this study was to report and describe certain recurrent perceptions, events, behaviors and relationships associated with the initiation and transition phases of a new superintendency. The initiation phase of a new superintendency is defined as the timeframe inclusive of the date the individual accepts the appointment of superintendent up to the date the individual actually assumes the position of superintendent. The transition phase is defined as the first one hundred days following the assumption of the superintendent position. While this study’s purpose is not to evaluate the quality of a superintendent's tenure, it does identify and describe certain factors that might be generalized as being associated with the tenor of a superintendent's tenure. The study is guided by the following major questions: 1. What was the prevailing climate of the community of the superintendency vacancy when the individual was appointed? 2. What professional preparation and personal issues were identified as factors by the individual seeking the new superintendency? 3. How did the individual establish the climate of the new superintendency? 4. How did the individual establish a vision and develop a plan of action for the new superintendency? 5. What actions were initiated by the individual within the first one hundred days of the new superintendency? The researcher conducted structured interviews of five superintendents who were serving in their first three years in a Virginia school system. Specific questions guided the interviews. Interview questions followed the procedure suggested by McCracken in The Long Interview. Data were also collected from documents including: official records and documents from each of the five respective school systems; local newspapers; personal notations and correspondences of the superintendents; superintendent’s resumes and biographies. Data are presented in narrative form. The findings of this study indicate that there are certain recurrent perceptions, events, behaviors and relationships associated with the initiation and transition phases of selected superintendents relevant to the five questions that guided the study. Further, these factors appear to be common fo the initiation and transition phases of a new superintendent regardless of such variables as the size of the school system, the gender, age, or ethnicity of the individual.vii, 247 leavesBTDapplication/pdfenIn CopyrightEducationsuperintendencytransitionschoolsadministrationLD5655.V856 1996.S834Dissertationhttp://scholar.lib.vt.edu/theses/available/etd-10032007-172111/