Date on Master's Thesis/Doctoral Dissertation

5-2018

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Ingle, William Kyle

Committee Co-Chair (if applicable)

Immekus, Jason

Committee Member

Immekus, Jason

Committee Member

Haselton, Blake

Committee Member

Sheffield, Caroline

Author's Keywords

principal; professional development; self-efficacy; administrator; PD

Abstract

Educator professional development (PD) is a heavily relied upon method for school improvement, and administrator professional development (APD) is a key element to nearly all school reform efforts. District-wide APD in large school districts can carry a heavy cost in financial and human resources. Moreover, PD is frequently too inadequately planned and/or implemented to bring about lasting positive change in educator practice, school reform, and student achievement. The purpose of this study was to determine the relationship between principal PD focused on culture/climate or instruction and principal self-efficacy in an urban school district. Through hierarchical linear multiple regression (HLMR), this study explored the predictive ability of culture/climate or instruction-focused APD, principal experience, school factors, and student achievement on principal self-efficacy. Additional correlational and HLMR analyses examined the relationships and predictive utility of these variables on student achievement. Findings of nonsignificant predictors and weak but significant correlations suggest that APD for these principals may not have contributed to principal self-efficacy or student achievement. The findings of this study have implications for district leaders in planning and developing effective APD and for future research.

Download

Share

COinS