Too big to fail: principal professional development—perceptions of secondary principals

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Pete Zachary Kashubara II (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Carl Lashley

Abstract: 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.

Additional Information

Language: English
Date: 2017
Adult Learning Theory, High School Principal Professional Development, Job-embedded professional development, Outcomes for Principals, Principal Efficacy, Principal Leadership
High school principals $x In-service training
Educational leadership
Adult learning

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