Principal Engagement in the Professional Development Process

Autor/inn/en	Koonce, Michael; Pijanowski, John C.; Bengtson, Ed; Lasater, Kara
Titel	Principal Engagement in the Professional Development Process
Quelle	In: NASSP Bulletin, 103 (2019) 3, S.229-252 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pijanowski, John C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636519871614
Schlagwörter	Principals; Administrator Role; Participation; Professional Development; Barriers; Instructional Leadership; Social Cognition; Self Efficacy; Superintendents; Assistant Principals; Teacher Leadership + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Teilnahme; Instruction; Leadership; Bildung; Erziehung; Führung; Soziale Kognition; Self-efficacy; Selbstwirksamkeit; Schulrat; Principals; Stellvertretende Schulleitung; Lehrerfunktionsstelle
Abstract	The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process, and identify what resources or supports were needed to increase engagement. The 249 survey participants were drawn from 112 different school systems. From that group 20 principals were purposefully sampled for interviews. The theoretical framework for this study drew from social cognitive, self-efficacy, and collective efficacy theories which served to frame school and district leaders' roles in professional development. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01