Dissertation/Thesis Abstract

Too Big to Fail: Principal Professional Developmentā€”Perceptions of Secondary Principals
by Kashubara, Pete Zachary, II, Ed.D., The University of North Carolina at Greensboro, 2017, 194; 10639801
Abstract (Summary)

The purpose of this study was to examine how high school principals in a large urban district in the Southeastern United States view their professional development by gathering data on the essentials of professional development that support principals in carrying out their expanding roles, promoting the professional growth and efficacy of principals, and fostering the overall success of the schools they lead. Principal perceptions of professional development directly affect the extent to which they engage in and garner knowledge and skills from professional development activities. This semi-structured qualitative interview study asked 16 high school principals about their professional development experiences. Three major themes emerged from the data including: (a) improved outcomes and efficacy for practicing high school principals, (b) development of the characteristics desired for professional development, and (c) Adult Learning Theory correlated to preferred delivery models. Within each theme, implications of the study are discussed and recommendations for high school principal and districts are presented.

Indexing (document details)
Advisor: Lashley, Carl
Commitee: Peck, Craig M., Reitzug, Ulrich C.
School: The University of North Carolina at Greensboro
Department: Education: Educational Leadership and Cultural Foundations
School Location: United States -- North Carolina
Source: DAI-A 79/04(E), Dissertation Abstracts International
Subjects: Educational leadership, Educational administration, Secondary education
Keywords: Adult learning theory, High school principal professional development, Job-embedded professional development, Outcomes for principals, Principal efficacy, Principal leadership
Publication Number: 10639801
ISBN: 978-0-355-56697-0
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