While the teaching profession has been and remains largely occupied by women, the majority of the instructional positions in schools, the management positions for administration, and especially the superintendent's position continues to be occupied by men. As this is the past and current practice, the current study attempts to provide qualitative data that support reasons for this custom as viewed from four currently practicing female superintendents from the state of Nebraska. This study investigated why practicing female superintendents pursued a career as a school superintendent and their perceived beliefs for the "perfect model" of a superintendent. The study sought to support the collective viewpoints of the perceived strengths and leadership styles of the female superintendents. The research study shares the observed advantages and complexities of the position for these female superintendents.

During the winter of 2008, the four most experienced practicing women superintendents in Nebraska were interviewed. Critical information revealed the motivation and perceived leadership strengths of these successful Nebraska superintendents. The most important concept for discussion is their viewpoints and why they chose to be school superintendents. The four superintendents developed their leadership skills, which matched the desired skills needed to lead their school districts. Each of the superintendents did not intentionally prepare herself to be a superintendent, as the initial goal, during her beginning years as a young teacher. They experienced successes in their school districts as teachers, were encouraged to pursue administrative positions, and through a natural progression of practicing exceptional leadership skills, they became superintendents. Cultural beliefs, expectations, and concepts created a position that at times is beyond reproach. The importance of being publically visible and educationally savvy supported their model of the "perfect superintendent." The study viewed the fixture of women superintendents to be optimistic because of women's collaborative leadership styles and communication skills. All in all, these women had different beginnings as educators, but as educational leaders, their sole focus was to make a big difference in the education of all children.