ORCID
Kathryn L. Bauserman, 0009-0004-7392-907X; Linda E. Martin, 0000-0001-8604-3500
Abstract
This descriptive study examined K–12 principals’ perspectives on providing and supporting school‑based professional development in one Midwestern state. Survey responses from 300 principals explored how they defined successful professional development, how they determined teacher learning needs, and the challenges they encountered. Findings revealed that principals valued professional development aligned with instructional improvement, yet many relied on their control of decision‑making processes. Professional development was commonly delivered by school or district personnel, funded through limited local and state resources, and typically offered in short sessions. Principals identified success through surveys, observations, and student achievement data while noting challenges related to funding, time, and limited influence over content. Results highlight the need for collaborative, sustained, and professional development practices aligned with adult learning.
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Teacher Education and Professional Development Commons
