Educational Leadership Policy Standards Alignment: Examining Urban Principals' Needs, Competencies, and Professional Development Experiences

Autor/in	Tutt, Dana V.
Titel	Educational Leadership Policy Standards Alignment: Examining Urban Principals' Needs, Competencies, and Professional Development Experiences
Quelle	(2017), (130 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Howard University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-9984-1
Schlagwörter	Hochschulschrift; Dissertation; Educational Administration; Instructional Leadership; Educational Policy; Alignment (Education); Urban Schools; Principals; Needs Assessment; Administrator Characteristics; Competence; Professional Development; Administrator Role; Management Development; Accountability; Likert Scales; Elementary Secondary Education; Job Performance; Adult Learning; Learning Theories; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Politics of education; Bildungspolitik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Principal; Schulleiter; Bedarfsermittlung; Kompetenz; Verantwortung; Likert-Skala; Work performance; Arbeitsleistung; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Statistische Analyse
Abstract	The role of the principal has changed over the years from manager to instructional leader. School principal's responsibilities have increased and are often required to lead educational programs under a growing number of local and federal accountability structures and mandates (Wallace, 2012). With the recent change in the state and local school district evaluation systems, there has been an increase of Educational Leadership Policy Standards formerly known as Interstate School Leaders Licensure Consortium Standards (ISLLC) alignment to preparation, credentialing, development, and the evaluation of school leaders. Given today's high-stakes accountability, principals are expected to deliver results through the progress of their students. The primary purpose of this study was to investigate the extent to which urban district-provided ISLLC-aligned professional development influenced principal performance in a Mid-Atlantic Urban School District. This research presented the results of a quantitative study utilizing a 4-point Likert Scale survey based on thirty one desirability statements as supported by research for principal professional development training. Participants comprised of elementary, middle, and high school principals from a Mid-Atlantic Urban School District. The findings reveal that overall, there is a strong relationship between principals' performance, needs and professional development activities experienced but, the level of impact on principal performance was low. The findings were interpreted through Knowles' Four Principles of Adult Learning Theory. The results provided recommendations for universities and public school systems to determine principals' needs and provide appropriate training to meet federal, state and local licensing, performance and evaluation mandates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01