The evolving complexity of the superintendency is forcing leaders to adapt, creating new growth opportunities, the latest research suggests. Here are five ways superintendents want to improve their leadership.
Finance and budget planning (35%) emerged as the No. 1 area for growth among superintendents, according to “The 2025 American Superintendent Study” from The School Superintendents Association. The data represent responses from nearly 12,000 superintendents, almost 90% of the total population nationwide.
In close second was stress management (34.2%), followed by school reform/improvement (29.5%), navigating district politics (26.1%) and school community relations (23.7%).
Meanwhile, superintendents were asked to cite their greatest strengths. Most commonly, leaders find themselves to be excellent instructional and visionary leaders for their districts (40.2%). Other strengths include fostering a positive climate (35%), acting as the public face of their districts (30.5%) and managing day-to-day operations (29.6%).
Top challenges
Perhaps unsurprisingly, leaders said the job is time-consuming. Most of their time is spent on district finances (54%), personnel management (44%), superintendent-board relationships (41.1%), facility planning and management (40.9%) and conflict management (38.8%).
Additionally, an increasing number of internal and external barriers are crippling superintendents’ ability to accomplish their work. These include state bureaucracy and mandates (53.2%), federal bureaucracy and mandates (40.2%), excessive time requirements (39.9%), social media issues (34.7%) and political divisions in the community (28.7%).
Political polarization has also intensified pressures on superintendents, particularly surrounding issues of critical race theory, DEI, social-emotional learning and LGBTQ+ inclusion.
Similarly, district leaders were asked to label issues that inhibit their effectiveness. Inadequate financing was the most-reported challenge (62%), as well as federal mandates (52%), time demands (47%), social media (38.7% and state politics (38%).
Characteristics of superintendents
Finally, the researchers collected data capturing district and personal demographics. Here’s a brief summary:
- The typical superintendent was a married, white (64%) male, nearly 53 years old, with prior experience as a principal, and two to eight years of experience as a superintendent.
- 24.5% of female superintendents have 13 or more years as a classroom teacher compared to only 15.3% of male superintendents. Furthermore, the percentage of female superintendents is now 30% compared to 13.1% in 2000.
- The majority of leaders work in rural (56%) and suburban districts (25%).
- Nearly 70% of respondents work in districts with fewer than 3,000 students.
- Superintendents who identified as Black or African American, as well as those who identified as Hispanic/Latinx, were significantly more likely to lead districts where the majority of students are students of color and enroll higher proportions of students eligible for free or reduced-price lunch.
Read the report here.
Higher ed: A snapshot of the enormous funding reduction for public universities this year
