In America, local, state, and federal interventions have played a critical role in public education reform since the late 18th century. The reform efforts of the late 20th century and early 21st century have involved legislative acts to improve accountability for student performance. Illinois state law mandated a teacher observation and evaluation protocol for public school administrators. Principals participated in a rigorous, online, professional development training program. The focus of the training program was to build principal self-efficacy and to indirectly impact the learning environment. This study assesses the effectiveness of the online training program as a professional development vehicle for principals. Employing a qualitative case study methodology, this study assesses principal self-efficacy and the transfer of the professional development learning objectives into the learning environment. To that end, this study employs a researcher-constructed interview process soliciting a principal’s perceptions, beliefs, and barriers of the online professional development program as a course for statewide change.
","abstract_html":"<p>In America, local, state, and federal interventions have played a critical role in public education reform since the late 18th century. The reform efforts of the late 20th century and early 21st century have involved legislative acts to improve accountability for student performance. Illinois state law mandated a teacher observation and evaluation protocol for public school administrators. Principals participated in a rigorous, online, professional development training program. The focus of the training program was to build principal self-efficacy and to indirectly impact the learning environment. This study assesses the effectiveness of the online training program as a professional development vehicle for principals. Employing a qualitative case study methodology, this study assesses principal self-efficacy and the transfer of the professional development learning objectives into the learning environment. To that end, this study employs a researcher-constructed interview process soliciting a principal’s perceptions, beliefs, and barriers of the online professional development program as a course for statewide change.</p>","abstract_has_math":false,"creators":["Badynee, Casimer F."],"institution":null,"degree_name":"Executive Ed.D. in Education Leadership Management and Policy","degree_level":"Dissertation","degree_discipline":"Education Leadership, Management and Policy","degree_department":null,"school":null,"contributors":["Daniel Gutmore, Ph.D","Elaine Walker, Ph.D","Dale Truding, Ed.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-08-24T07:00:00Z","date_published":"2015-08-24T07:00:00Z","updated_at":"2026-07-24T04:32:59Z","subjects":["Principal Training","Danielson Model","Online Training","State Mandates","Change","Change Process","Diffusion of Innovation","Teachscape","Professional Development","Educational Administration and Supervision","Educational Leadership","Online and Distance Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.shu.edu/dissertations/2105","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Daniel Gutmore, Ph.D","Elaine Walker, Ph.D","Dale Truding, Ed.D"]},{"key":"dc:creator","label":"Author","values":["Badynee, Casimer F."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-09-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Leadership, Management and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Executive Ed.D. in Education Leadership Management and Policy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Principal Training","Danielson Model","Online Training","State Mandates","Change","Change Process","Diffusion of Innovation","Teachscape","Professional Development","Educational Administration and Supervision","Educational Leadership","Online and Distance Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.shu.edu/dissertations/2105"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In America, local, state, and federal interventions have played a critical role in public education reform since the late 18th century. The reform efforts of the late 20th century and early 21st century have involved legislative acts to improve accountability for student performance. Illinois state law mandated a teacher observation and evaluation protocol for public school administrators. Principals participated in a rigorous, online, professional development training program. The focus of the training program was to build principal self-efficacy and to indirectly impact the learning environment. This study assesses the effectiveness of the online training program as a professional development vehicle for principals. Employing a qualitative case study methodology, this study assesses principal self-efficacy and the transfer of the professional development learning objectives into the learning environment. To that end, this study employs a researcher-constructed interview process soliciting a principal’s perceptions, beliefs, and barriers of the online professional development program as a course for statewide change.
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