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Examining Professional Training of Middle Level Principals: Responding to a Reform Environment.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ricciardi, Diane |
| Copyright Year | 1999 |
| Abstract | The purpose of the study was to examine the impact of selected variables on the professional development needs of experienced middle level principals (n = 52) who were involved in implementing reform initiatives in their schools. Training needs were examined using the framework of the 21 performance domains judged by the National Policy Board for Educational Administration (NPBEA) as critical for administrative job success. Multiple regression analyses revealed that two independent variables (a) years working in education and (b) gender were identified as significant predictors of development needs. Although principals generally rated professional development activities as useful to their job performance, they indicated that the content of development activities was not balanced among the 21 performance domains. Principals provided recommendations for improving the content and delivery of future development activities by incorporating the principles of adult learning theory into training activities. Principals reported top develop needs in areas of curriculum, instruction, and public relations. Results supported work of the NPBEA that contended that professional development should build principals' capacity for improving K-12 student achievement. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED439530.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
