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
Advisor
Dr. Beth Rous
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
Recommended Citation
Daeschner, Shelby Lea, "Exploring The Relationship Between Reported Instructional Leadership Behaviors and High-Quality Professional Development Factors" (2022). Theses and Dissertations--Education Sciences. 117.
https://uknowledge.uky.edu/edsc_etds/117
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Teacher Education and Professional Development Commons
