The instructional behaviors and related competencies of school superintendents and the contexts in which they occur are investigated in this qualitative study. Methodology involved grounded theory-based content analysis of indepth interviews with a reputationally identified sample of 48 Texas school superintendents. Analysis of behaviors produced 24 instructional competencies, 5 skill areas, 5 personal variables, and 10 situational variables, which were compared with current school-based management literature on leadership practices. A profile of a skilled and actively involved leader emerged, which conflicts with the administrator role described in educational administration literature. That leaders expressed a preference for independent, entrepreneurial action has implications for the implementation of shared governance plans, particularly when considering the leadership role of the superintendent in school-based management. An implication for administrator preparation and retraining programs is that collaborative process training should be provided. (75 references) (LMI)