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Dissertation/Thesis Abstract

The effect of professional development on the self-efficacy of new public high school principals in upstate New York
by Calacone, Kevin T., Ed.D., Sage Graduate School, 2015, 107; 10009846
Abstract (Summary)

Public school leaders in New York State are facing incredible challenges in the wake of Annual Professional Performance Review (APPR) of teachers and the Common Core State Standards (CCSS) for students. At the same time, national turnover rates for principals are high. Principals often report feeling unprepared for the demands of the job as their role has changed over the last few years. Many do not stay in the role past the third year, and almost half leave the position after year five. This study aimed to examine the effect of professional development on the self-efficacy of new public high school principals in an eight-county region known as upstate New York. Twelve public high school principals with five or fewer years of service voluntarily took part in a qualitative interview using a researcher-developed protocol. The goal of this study was to inform system-level leadership of the best ways to professionally develop new public high school principals to increase self-efficacy, and therefore increase the chances that the principal would stay in her or his role. Findings from this study included the fact that new high school principals looked for active system-level leadership and a shared decision making process when selecting appropriate professional development opportunities. New high school principals also found networking and mentoring to be two professional development practices that positively impacted their self-efficacy. Future research suggested at the end of this study included possible partnerships with local colleges and universities to align administrative preparation programs with the current demands of the position. This was a recurring theme during the interview process. One further recommendation for future study was the proposal to repeat this study with principals at different levels (elementary and middle school) or with different levels of experience (greater than five years of service). Suggested Keywords: public schools, new high school principals, professional development for high school principals, self-efficacy for high school principals, upstate New York

Indexing (document details)
Advisor: Durand, Francesca
Commitee: Dedrick, Charles, Shea, Deborah
School: Sage Graduate School
Department: Education
School Location: United States -- New York
Source: DAI-A 77/07(E), Dissertation Abstracts International
Subjects: Educational leadership, Secondary education
Keywords: High school principals, New york, Professional development for school leaders, Public schools, Self-efficacy
Publication Number: 10009846
ISBN: 978-1-339-46243-1
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