Outside factors have changed the role of the school superintendent, leading to alterations in the personal qualities and job expectations that superintendents should have. The outside factors include increased public access to government, new public representatives, more independent political activism, less deference to authority, and a loss of confidence in institutions and leaders. The problems caused by these factors--involving decision-making, power fragmentation, and leaders' public images--have combined to politicize the superintendent's role. Superintendents must learn how to be political as their duties become less administrative and more concerned with public relations, governmental regulations, and delegation of authority. Superintendents will also have less long-term impact on their school systems, although those who learn to build coalitions may influence specific issues or situations. To fit the new role, superintendents will need political abilities, flexibility, a strong character, knowledge of formal and informal power processes, and the ability to withstand ambiguity. The job of superintendent will be less satisfying, but superintendents may expect greater job mobility and more occupational options. (RW)