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Date Available

12-5-2022

Year of Publication

2022

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Education Sciences

Faculty

Dr. Beth Rous

Faculty

Dr. John Nash

Abstract

With the reauthorization of the 2015 Every Student Succeeds Act (ESSA), a focus has been placed on the principal as an instructional leader to improve school culture and student achievement. Professional Development (PD) can improve teacher capacity and student outcomes through long-term, job-embedded, coherent, collaborative, and focused activities. This correlational study explored the relationship between principals’ reported behaviors and rankings of the importance of high-quality PD factors. Through a self-reported survey, elementary school principals across the United States were asked to report the frequency of instructional leader behaviors as measured via the Principal Instructional Management Scale (PIMRS) and rank the importance of five high-quality PD factors. Results from the study indicated differences in rankings of the importance of the PD factors and their reported frequency of behaviors, including differences based on years of experience and district setting (urban, suburban/urban). No relationship was found between the reported behaviors and PD factors.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2022.388

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