The relationship between superintendent effectiveness and standardized test results via the leaderplex model

Hierarchical multiple regression was employed to assess the relationship between cognitive, social, and behavioral complexity (Leaderplex Model (Hooijberg, Hunt & Dodge, 1997)) and student achievement data for the purpose of quantifying Texas superintendent (N=146) leadership effectiveness leading toward professional development. A subset of items from the Driver-Streufert Complexity Index (Janasz & Behson, 2007), the Range and Differentiation of Emotional Experience Scale (Kang & Shaver, 2004), and the Competing Values Framework (Lawrence, Lenk & Quinn, 2009) were used to assess cognitive complexity, social complexity, and behavioral complexity, respectively. Insignificant results point to the challenges of using only self-reported, quantitative measures to quantify superintendent effectiveness.