This review of related literature addressed the following areas relevant to the research topic: school superintendency, with history and statistics, and problems with superintendency; job satisfaction, including job satisfaction characteristics, attitudes, personality-job fit, and leadership and instrumental workplace support; job stress, with job stress correlates and superintendency job stress; job effectiveness; job performance, to include performance factors, and superintendency job performance; and conclusion.
Superintendency as a profession, has been a focus for scholars and practitioners for over 40 years, and this focus has consisted of a view of the position in male terms. During the postwar period, superintendents were viewed as large symbols in the community, and by the 1950s and 1960s, the superintendent was seen as a business executive. Principles of action were taken from business, government, and military. Moral duties of the superintendent included being not only the community educational leader, but the minister of community values. By the end of the 1960s, the scientific management theory had taken over and the end of the 1960s changed views from the position being one of a scholar-educator to that of a businessman, with the superintendent at the top of a hierarchical administration. The superintendent was expected to manage growing districts with more specialized services and curricular offerings, and do it in a cost effective manner (Girogan, 2000, pp. 117-119).
The 1970s brought increased political conflict, with previous efforts to separate public education from politics, no longer in effect. During this time, superintendents were appointed by members who shared similar values, and when the board members changed, the superintendent was removed as the new board took its place. By the 1980s, the position demanded corporate leadership skills and political maneuvering more than educational knowledge...