The influences of superintendent self-efficacy and other demographic variables on student achievement

This quantitative nonexperimental dissertation explores the construct of Illinois superintendent self-efficacy's impact on student achievement. It also examines how demographic variables such as years of experience, type of district, percentage of students qualifying for free and reduced-cost lunches, and prior experience as a principal influences superintendent self-efficacy. All 800 public school superintendents in Illinois were surveyed electronically utilizing a pre-existing instrument with established reliability and validity. Of this population, 156 superintendents voluntarily participated and completed the survey. This is a return rate of 19.5%.;Superintendent self-efficacy was not found to be a statistically significant predictor of student achievement based on this study. Experience in the role of superintendent was found to partially predict superintendent self-efficacy. Prior experience as a principal was found to be a statistically significant predictor of superintendent self-efficacy. District type and percentage of students qualifying for free and reduced lunches were not found to be statistically significant predictors of superintendent self-efficacy. The results are indicative of the complex relationship between superintendent leadership and student achievement.