54 Mariah Lynn Bailey, EdD For district leaders to successfully make decisions that will be supported by the community, the Proactive Perceptions Theory suggests that district leaders get to know what the stakeholder expectations are. The theory then suggests that leaders use those expectations to develop a plan to move forward with their decision-making processes. For example, when stakeholders expect to be given opportunities to participate, the district leaders who follow the Proactive Perception Theory can form committees with stakeholders based on the decision being made. Finally, Proactive Perception Theory also states that communication and social media are intertwined and will contribute to the development of stakeholders’ perceptions. Stakeholders want to be constantly informed about the happenings in the community. The stakeholders also want district leaders who are transparent, within legal expectations, with stakeholders so they feel connected with the district. Therefore, it is important for school district leaders to plan how they communicate with stakeholders, and it is suggested that the district leaders use social media in their plan. Implications The previous research focused on three implications that come with the growth: a) facilities, b) financial, and c) rezoning and redistricting (Gresham, 2010; Sconzo, 2018; Texas Education Agency, 2019a; Texas Education Agency, 2019b; Texas Education Agency, 2021). Each of these implications were supported by the current study. Both the district leaders who were interviewed and the stakeholders who participated in the questionnaire made comments in relation to the implications. The stakeholders noted in their responses that they understood that changes would accompany the growth. Their comments were centered around wanting to be involved in the decision-making processes when it came to the changes. Next, the literature review provided research about stakeholder expectations of leadership. Specifically, the research noted three main expectations: a) communication, b) organizational management, and c) developing a positive culture. Consistent with previous research, the current study found that school district stakeholders have expectations of district leaders. However, the current study revealed critical expectations that refute part of the previous research. An expectation of a school district leader is to communicate with stakeholders (Berger et al., 2007; Meng et al., 2012; Rueter, 2009). In order to do this, the district leaders can start by developing relationships with various stakeholders to better communicate with them (Rueter, 2009). During the interviews, the district leaders spoke of seven different ways they receive feedback from stakeholders in order to create a culture of open communication. The top responses, given by the 11 participants, were surveys and face to face conversations. In the current study, there was no data to support, specifically, the expectations for leaders to manage the structures of the organization or generate positive cultures. Instead, the stakeholders noted the importance to them to be allowed the opportunities to be involved, provide input, and for leadership to be transparent with changes. There has also been in-depth previous research about the qualities that successful leaders possess (Harris, 2002; Houston, 2001; Kouzes and Posner, 2017; Lynch, 2020; Meng et al., 2012; Norton et al., 1996; Oyinlade et al., 2003; Rueter, 2009; Zaccaro, 2007). The findings from the current study supported the previous research. There were specific qualities that were discovered in the current study that aligned with the previous research. One quality of successful leaders is seen in their temperament. As Harris (2002) stated, “in many respects, the way they interacted with others was the common denominator of their success” (p. 7). A leader’s temperament was one of the themes that emerged for RQ2. There were 217 stakeholders, or 91%, who commented on qualities that related to a leader’s temperament. Common phrases that were used by the participants were “compassion,” “empathy,” “patience,” and “kind” when describing the type of temperament they believed a successful leader possesses. Research also noted that another quality of successful leaders is how they use the people in their organization (Collins & Hansen, 2011; Lynch, 2020). A leader’s ability to form relationships with stakeholders and maintain
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