The importance of professional development has been emphasized in recent legislation and accountability acts. As Georgia competes for Race to the Top Funds, high school administrators are being required to attend various professional development activities. These may address the new teacher evaluation system, common core, and techniques on how to close the gap between high-achieving students and students with a learning disability. Therefore, the purpose of this qualitative study was to understand high school administrators’ perceptions of the effectiveness of professional development. This qualitative study used a case study design with purposive sampling. Participants included twelve high school administrators currently serving in a rural Georgia school system. The participants completed a survey and participated in face-toface interviews. Surveys were used to collect demographic information and information about professional development activities the participants experienced. Face-to-face interviews were recorded and transcribed by the researcher. The audio-recorded interviews were transcribed and coded for patterns in responses, from which major themes evolved. The goal of this study was to provide district level profession development coordinators, county officials, and administrators with findings regarding administrator’s
perceptions of professional development activities. This study provided high school administrators an opportunity to reflect on professional development activities in which they have participated and to report on their perceptions of the effectiveness of various professional development activities. By reviewing the data provided from the survey and face-to-face interviews, district level professional development coordinators may consider new ideas on the content and delivery methods of professional development activities that could impact day-to-day activities of high school administrators.
","abstract_html":"<p>The importance of professional development has been emphasized in recent legislation and accountability acts. As Georgia competes for Race to the Top Funds, high school administrators are being required to attend various professional development activities. These may address the new teacher evaluation system, common core, and techniques on how to close the gap between high-achieving students and students with a learning disability. Therefore, the purpose of this qualitative study was to understand high school administrators’ perceptions of the effectiveness of professional development. This qualitative study used a case study design with purposive sampling. Participants included twelve high school administrators currently serving in a rural Georgia school system. The participants completed a survey and participated in face-toface interviews. Surveys were used to collect demographic information and information about professional development activities the participants experienced. Face-to-face interviews were recorded and transcribed by the researcher. The audio-recorded interviews were transcribed and coded for patterns in responses, from which major themes evolved. The goal of this study was to provide district level profession development coordinators, county officials, and administrators with findings regarding administrator’s</p> <p>perceptions of professional development activities. This study provided high school administrators an opportunity to reflect on professional development activities in which they have participated and to report on their perceptions of the effectiveness of various professional development activities. By reviewing the data provided from the survey and face-to-face interviews, district level professional development coordinators may consider new ideas on the content and delivery methods of professional development activities that could impact day-to-day activities of high school administrators.</p>","abstract_has_math":false,"creators":["Williams, Rodney J."],"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":["Samuel B. Hardy III","Russell Mays"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:26Z","subjects":["ETD","High school administrators’ professional development","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/816","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Samuel B. 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As Georgia competes for Race to the Top Funds, high school administrators are being required to attend various professional development activities. These may address the new teacher evaluation system, common core, and techniques on how to close the gap between high-achieving students and students with a learning disability. Therefore, the purpose of this qualitative study was to understand high school administrators’ perceptions of the effectiveness of professional development. This qualitative study used a case study design with purposive sampling. Participants included twelve high school administrators currently serving in a rural Georgia school system. The participants completed a survey and participated in face-toface interviews. Surveys were used to collect demographic information and information about professional development activities the participants experienced. Face-to-face interviews were recorded and transcribed by the researcher. The audio-recorded interviews were transcribed and coded for patterns in responses, from which major themes evolved. The goal of this study was to provide district level profession development coordinators, county officials, and administrators with findings regarding administrator’s
perceptions of professional development activities. This study provided high school administrators an opportunity to reflect on professional development activities in which they have participated and to report on their perceptions of the effectiveness of various professional development activities. By reviewing the data provided from the survey and face-to-face interviews, district level professional development coordinators may consider new ideas on the content and delivery methods of professional development activities that could impact day-to-day activities of high school administrators.
"]},{"key":"dc:title","label":"Title","values":["High School Administrators' Perception of the Effectiveness of Professional Development"]}]}],"canonical_facts":{"dc:contributor":["Samuel B. Hardy III","Russell Mays"],"dc:creator":["Williams, Rodney J."],"dc:date.available":["2013-09-16T07:00:00Z"],"dc:description.abstract":["The importance of professional development has been emphasized in recent legislation and accountability acts. As Georgia competes for Race to the Top Funds, high school administrators are being required to attend various professional development activities. These may address the new teacher evaluation system, common core, and techniques on how to close the gap between high-achieving students and students with a learning disability. Therefore, the purpose of this qualitative study was to understand high school administrators’ perceptions of the effectiveness of professional development. This qualitative study used a case study design with purposive sampling. Participants included twelve high school administrators currently serving in a rural Georgia school system. The participants completed a survey and participated in face-toface interviews. Surveys were used to collect demographic information and information about professional development activities the participants experienced. Face-to-face interviews were recorded and transcribed by the researcher. The audio-recorded interviews were transcribed and coded for patterns in responses, from which major themes evolved. The goal of this study was to provide district level profession development coordinators, county officials, and administrators with findings regarding administrator’s
perceptions of professional development activities. This study provided high school administrators an opportunity to reflect on professional development activities in which they have participated and to report on their perceptions of the effectiveness of various professional development activities. By reviewing the data provided from the survey and face-to-face interviews, district level professional development coordinators may consider new ideas on the content and delivery methods of professional development activities that could impact day-to-day activities of high school administrators.
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