A comparative survey of 46 Alaska school superintendents and 520 in the nation at large reveals that nearly all the superintendents in both groups consider their relationship with the school board to be important and spend a considerable amount of time on that relationship. A positive correlation emerges between the importance superintendents attribute to their relationship with the board and the time they spend on it. Two statistical techniques--canonical correlation and multiple/correlation analysis--reveal correlations in both groups (Alaska and nationwide) between the importance superintendents give to their school board relations, time spent on those relations, and assorted task variables. Data are provided for both positive and negative correlations. Positively correlated task variables include freedom to employ and dismiss staff, attitude of community toward education, sense of achievement, and recognition by others, while no correlation emerged for time spent on curriculum, finance, regulations, or staff relations, or for personal/experiential variables. In view of the obvious importance of board-superintendent relations, helpful hints are provided for enhancing this relationship: (1) a well-developed contract, (2) clarification of duties and mutual objectives, (3) cooperative agenda building, (4) open communication, and (5) professional development. (TE)