{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1347"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1347","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"An Evaluation of a District Level Professional Development Program for School Leaders","abstract":"This study evaluated a district-based leadership institute for effectiveness of role transition for newly appointed administrators. The researcher used a non-experimental descriptive design utilizing a mixed-method approach of qualitative and quantitative data to evaluate the program. The population surveyed included a convenience sample of 23 administrators who participated in a district-based professional development program implemented for school leaders. A survey was devised based upon Georgia Leadership Institute for School Improvement (GLISI) and Human Capital Development & Education Leader Performance Support's (H-ELPS), 8 Roles Assessment-District survey. The instrument focused on the key roles of school leaders used to distinguish the type of leadership skills one possesses including; the curriculum, assessment and instruction leader, data analysis leader, relationship leader, operational/process /process leader and the change leader. The study results from the data indicated the favorability and homogenous rating of the 6 leadership domains perceived by the respondents. These findings suggest that the perception of the Leaders Institute was overall effective for the participants in the district. Overwhelmingly most participants would be willing to continue employment in the district for 5 more years as a result of the program. Follow-up studies are advised to garner higher response rates to determine if the results are similar.","abstract_html":"This study evaluated a district-based leadership institute for effectiveness of role transition for newly appointed administrators. The researcher used a non-experimental descriptive design utilizing a mixed-method approach of qualitative and quantitative data to evaluate the program. The population surveyed included a convenience sample of 23 administrators who participated in a district-based professional development program implemented for school leaders. A survey was devised based upon Georgia Leadership Institute for School Improvement (GLISI) and Human Capital Development & Education Leader Performance Support's (H-ELPS), 8 Roles Assessment-District survey. The instrument focused on the key roles of school leaders used to distinguish the type of leadership skills one possesses including; the curriculum, assessment and instruction leader, data analysis leader, relationship leader, operational/process /process leader and the change leader. The study results from the data indicated the favorability and homogenous rating of the 6 leadership domains perceived by the respondents. These findings suggest that the perception of the Leaders Institute was overall effective for the participants in the district. Overwhelmingly most participants would be willing to continue employment in the district for 5 more years as a result of the program. Follow-up studies are advised to garner higher response rates to determine if the results are similar.","abstract_has_math":false,"creators":["Huff, Swade T."],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Steve Jenkins","Ron Leslie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-07-01T07:00:00Z","date_published":"2010-07-01T07:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","District-based leadership institute","Georgia leadership institute for school improvement"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/347","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Steve Jenkins","Ron Leslie"]},{"key":"dc:creator","label":"Author","values":["Huff, Swade T."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","District-based leadership institute","Georgia leadership institute for school improvement"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/347"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study evaluated a district-based leadership institute for effectiveness of role transition for newly appointed administrators. The researcher used a non-experimental descriptive design utilizing a mixed-method approach of qualitative and quantitative data to evaluate the program. The population surveyed included a convenience sample of 23 administrators who participated in a district-based professional development program implemented for school leaders. A survey was devised based upon Georgia Leadership Institute for School Improvement (GLISI) and Human Capital Development & Education Leader Performance Support's (H-ELPS), 8 Roles Assessment-District survey. The instrument focused on the key roles of school leaders used to distinguish the type of leadership skills one possesses including; the curriculum, assessment and instruction leader, data analysis leader, relationship leader, operational/process /process leader and the change leader. The study results from the data indicated the favorability and homogenous rating of the 6 leadership domains perceived by the respondents. These findings suggest that the perception of the Leaders Institute was overall effective for the participants in the district. Overwhelmingly most participants would be willing to continue employment in the district for 5 more years as a result of the program. Follow-up studies are advised to garner higher response rates to determine if the results are similar."]},{"key":"dc:title","label":"Title","values":["An Evaluation of a District Level Professional Development Program for School Leaders"]}]}],"canonical_facts":{"dc:contributor":["Steve Jenkins","Ron Leslie"],"dc:creator":["Huff, Swade T."],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["This study evaluated a district-based leadership institute for effectiveness of role transition for newly appointed administrators. The researcher used a non-experimental descriptive design utilizing a mixed-method approach of qualitative and quantitative data to evaluate the program. The population surveyed included a convenience sample of 23 administrators who participated in a district-based professional development program implemented for school leaders. A survey was devised based upon Georgia Leadership Institute for School Improvement (GLISI) and Human Capital Development & Education Leader Performance Support's (H-ELPS), 8 Roles Assessment-District survey. The instrument focused on the key roles of school leaders used to distinguish the type of leadership skills one possesses including; the curriculum, assessment and instruction leader, data analysis leader, relationship leader, operational/process /process leader and the change leader. The study results from the data indicated the favorability and homogenous rating of the 6 leadership domains perceived by the respondents. These findings suggest that the perception of the Leaders Institute was overall effective for the participants in the district. Overwhelmingly most participants would be willing to continue employment in the district for 5 more years as a result of the program. Follow-up studies are advised to garner higher response rates to determine if the results are similar."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/347"],"dc:subject":["ETD","District-based leadership institute","Georgia leadership institute for school improvement"],"dc:title":["An Evaluation of a District Level Professional Development Program for School Leaders"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}