Dissertation/Thesis Abstract

North Carolina Rural Superintendents’ Perceived Professional Development Needs
by Taylor, David Wade, Ed.D., The University of North Carolina at Greensboro, 2019, 188; 27543894
Abstract (Summary)

The purpose of this qualitative study was to investigate the perceptions of the professional development needs of superintendents as leaders of a complex organization in rural schools. The study gives voice to 12 superintendents who serve rural North Carolina students. The goal was to develop a professional development blueprint that will provide a nexus of support for superintendents. The Professional Development blueprint gives direction to partners: state government officials and policymakers, higher education, state, and national organization, corporate providers, and superintendents.

The study used a qualitative methodology as the research approach. The researcher used face-to-face interviews to collect data for the study. Twelve rural North Carolina Superintendents from across all regions of the state participated in the study. The data collected through the interview process allowed for an understanding of the collective professional development needs of rural North Carolina Superintendents to effectively lead rural school districts that are, by definition, complex organizations.

The data collected were analyzed and common themes surfaced to demonstrate the professional development topics, preferred delivery methods, and the support structures superintendents use to meet their professional development needs. Results from the analysis show that superintendents need professional development on tactical, managerial, and leadership development. Superintendents generally choose what professional development activities in which to participate with few barriers that are not self-imposed. Superintendents are willing to use a range of delivery vehicles to receive professional development but overwhelmingly prefer face-to-face delivery. Three general themes emerged from the data. Superintendents feel strongly that mentorship and networking are critical support structures and most felt the principalship was a vital experience to succeed as a superintendent. The study concludes with recommendations and a “how-to” blueprint to best meet the professional development needs of superintendents in each stage/tier of their development.

Indexing (document details)
Advisor: Lashley, Carl
Commitee: Coble, Larry D., Clarida, Brian
School: The University of North Carolina at Greensboro
Department: School of Education: Educational Leadership and Cultural Foundations
School Location: United States -- North Carolina
Source: DAI-A 81/7(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Teacher education, Educational administration
Keywords: Leadership, Professional development, Superintendent
Publication Number: 27543894
ISBN: 9781392730652
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