Date of Conferral

4-17-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Joshua Bass

Abstract

Existing evidence shows that instructional leadership activities are an increasingly demanding aspect of school leaders’ roles, and assistant principals (APs) often enter the position without the preparation or support needed to navigate these complex expectations. The problem addressed was the struggle encountered by some APs in their capacity as instructional leaders within a Florida Public School District (FPSD). Guided by the balanced leadership framework, the purpose of this generic qualitative study was to explore the perceptions of current and former FPSD APs regarding their university training, district provided orientations, and professional development (PD). Semistructured interviews were conducted with 10 current and former FPSD APs who had engaged in the district’s PD programs. Thematic analysis using open coding of the interview data was conducted. Key findings indicated that APs entered their roles without receiving comprehensive preparations for their actual work of being an assistant principal in their university and district training programs, and that district PD programs lacked a structured, practice focused PD system to support them in the position. Based on these findings, a 3-day PD program aimed at equipping APs with mentorship, skills, knowledge, resources, and research-based interventions to effectively meet the ever-evolving demands of their roles. This study may contribute to positive social change by offering insights and recommendations that can help better prepare APs to lead instructional improvement efforts, support inclusive learning environments, and enhance student outcomes.

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