Professional development for principals : road to a leadership academy in rural West Texas /
This study analyzed the current professional development needs of rural principals in West Texas. Additionally, school district resources were explored and a leadership framework was designed from the emergent data. Data were collected using principal and superintendent surveys. Eighteen principa...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=729050401&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study analyzed the current professional development needs of rural principals in West Texas. Additionally, school district resources were explored and a leadership framework was designed from the emergent data. Data were collected using principal and superintendent surveys. Eighteen principals and seven superintendents representing public school districts within ninety-miles of Del Rio, Texas participated in the study. Three research questions were addressed by using both qualitative and quantitative findings gleaned from the returned survey instruments. The major research findings of the study revealed that professional development among rural West Texas principals is limited. There is a need for extensive training in State Board for Educator Certification standards one, three and five. Additionally, there is a need for a quality professional development program to include seven components: 1) purpose, 2) delivery format, 3) presenters, 4) scheduling, 5) collaboration, 6) resources and 7) evaluation. All superintendents are committed to supporting and sustaining a principal-led professional development academy with necessary resources in a collaborative endeavor. Using these resources as the foundation, a leadership framework was designed for a principal-led academy. The major recommendations of the findings of this research suggest there is a need for principals to be involved with policymakers to promote the establishment of principal-led academies, to fund resources, to develop principal conversations, and to design mentor programs. The major recommendations for future research suggest the creation of principal-led academies, the consolidation of district resources, the longitudinal exploration of principal-led academies, the impact of specific State Board for Educator Certification standards on student achievement and the exploration of collaborative partnerships between regional principal-led academies and institutions of higher learning. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xii, 234 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 128-141). |