The role understanding and perceptions of the superintendent/principal in small rural Illinois schools

Small rural Illinois K–8 elementary schools are frequently staffed with an administrative position classified as the superintendent/principal, a position responsible for the duties and responsibilities of both administrative roles. The purpose of this qualitative grounded theory research was to explore the experience of the superintendent/principal in four small rural schools including their unique administrative role, perceptions, challenges, and satisfactions in the position.;The researcher, through the Illinois State Board of Education, identified 96 Illinois administrators serving as superintendent/principals during the 2003–2004 school year. 49 superintendent/principals met the study participation criteria of being the only administrator in a school with enrollment between 100 and 300 students. Study invitation letters and demographic surveys were sent to the 49 superintendent/principals. Eleven administrators returned their signed letters and surveys. Personal calls were made to each of the eleven superintendent/principals confirming their study participation. Two pilot interviews were conducted, followed by nine additional first round informational on-site interviews.;Four superintendent/principals were identified to be interviewed a total of three times each at their district location. The interviews were tape recorded and transcribed. The transcriptions were shared to member check with the administrators and used to develop four portraits that captured their perceptions of their experience as dual role administrators in their respective school districts.;The findings confirmed consistent role conflict inherent in of the dual role position, which undermine the administrators' ability to meet the state mandate for the principal to serve as the school's instructional leader. Dual role administrators struggle with internal and external conflict due to the nature of their assignment and the multiple constituent groups with whom they work. The study recommends that the superintendent/principal position be eliminated and small rural schools unable to support required administrative positions should be consolidated with other local districts.