{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/85526"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/85526","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Professional Development for Secondary School Principals: Delivery, Duration and Discernments","abstract":"School leaders are charged with the articulation of a clear vision for bringing about school change and providing students with an instructional program that promotes optimal learning (ISLLC, 2015). The purpose of this study was to examine secondary school principals' perceptions of professional development to achieve and/or maintain school accreditation. The study used a quantitative non-experimental research method along with simple descriptive statistics to analyze professional development experiences of principals and principal perceptions. The study included Virginia secondary schools in Region 2. Region 2 consists of 16 different school divisions with a total of 63 middle schools and 53 high schools. The research measured alignment of professional development to national ISLLC standards revealed in the literature review. Further examining relationship among relevance, quality, duration, format and differentiation of professional development for principals and variables such as school accreditation status. The research findings identified professional development experiences that were grouped by the following administrative themes: administrative, culture, data analyzing, instruction and technology. Approximately 99% of the professional development experiences were presented to principals face-to-face. All (100%) of the professional development experiences were aligned with the national ISLLC standards. Principals in the research study participated in only four online professional development experiences. Principals assigned to fully accredited schools accounted for 54.5% of the professional development experiences. Principals assigned to schools rated conditionally accredited reconstituted accounted for 28.7% of the professional development experiences. Implications for practice for improving the work of principals in secondary schools are recommended, as well as suggestions for future research. '","abstract_html":"School leaders are charged with the articulation of a clear vision for bringing about school change and providing students with an instructional program that promotes optimal learning (ISLLC, 2015). The purpose of this study was to examine secondary school principals' perceptions of professional development to achieve and/or maintain school accreditation. The study used a quantitative non-experimental research method along with simple descriptive statistics to analyze professional development experiences of principals and principal perceptions. The study included Virginia secondary schools in Region 2. Region 2 consists of 16 different school divisions with a total of 63 middle schools and 53 high schools. The research measured alignment of professional development to national ISLLC standards revealed in the literature review. Further examining relationship among relevance, quality, duration, format and differentiation of professional development for principals and variables such as school accreditation status. The research findings identified professional development experiences that were grouped by the following administrative themes: administrative, culture, data analyzing, instruction and technology. Approximately 99% of the professional development experiences were presented to principals face-to-face. All (100%) of the professional development experiences were aligned with the national ISLLC standards. Principals in the research study participated in only four online professional development experiences. Principals assigned to fully accredited schools accounted for 54.5% of the professional development experiences. Principals assigned to schools rated conditionally accredited reconstituted accounted for 28.7% of the professional development experiences. Implications for practice for improving the work of principals in secondary schools are recommended, as well as suggestions for future research. '","abstract_has_math":false,"creators":["Johnson, Timothy Erskine"],"institution":"Virginia Tech","degree_name":"Ed. 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The purpose of this study was to examine secondary school principals' perceptions of professional development to achieve and/or maintain school accreditation. The study used a quantitative non-experimental research method along with simple descriptive statistics to analyze professional development experiences of principals and principal perceptions. The study included Virginia secondary schools in Region 2. Region 2 consists of 16 different school divisions with a total of 63 middle schools and 53 high schools. The research measured alignment of professional development to national ISLLC standards revealed in the literature review. Further examining relationship among relevance, quality, duration, format and differentiation of professional development for principals and variables such as school accreditation status. The research findings identified professional development experiences that were grouped by the following administrative themes: administrative, culture, data analyzing, instruction and technology. Approximately 99% of the professional development experiences were presented to principals face-to-face. All (100%) of the professional development experiences were aligned with the national ISLLC standards. Principals in the research study participated in only four online professional development experiences. Principals assigned to fully accredited schools accounted for 54.5% of the professional development experiences. Principals assigned to schools rated conditionally accredited reconstituted accounted for 28.7% of the professional development experiences. Implications for practice for improving the work of principals in secondary schools are recommended, as well as suggestions for future research. '"]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["The purpose of this study was to examine secondary school principals’ perceptions of professional development to achieve and/or maintain school accreditation. The study included Virginia secondary schools in Region 2. Region 2 consists of 16 different school divisions with a total of 63 middle schools and 53 high schools (see Appendix A). The research measured alignment of professional development to national ISLLC standards revealed in the literature review. Further examining relationship among relevance, quality, duration, format and differentiation of professional development for principals and variables such as school accreditation status. The research findings identified professional development experiences that were grouped by the following administrative themes: administrative, culture, data analyzing, instruction and technology. Approximately 99% of the professional development experiences were presented to principals face-to-face. All (100%) of the professional development experiences were aligned with the national ISLLC standards. Principals in the research study participated in only four online professional development experiences. Principals assigned to fully accredited schools accounted for 54.5% of the professional development experiences. Principals assigned to schools rated conditionally accredited reconstituted accounted for 28.7% of the professional development experiences. Implications for practice for improving the work of principals in secondary schools are recommended, as well as suggestions for future research."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. 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The purpose of this study was to examine secondary school principals' perceptions of professional development to achieve and/or maintain school accreditation. The study used a quantitative non-experimental research method along with simple descriptive statistics to analyze professional development experiences of principals and principal perceptions. The study included Virginia secondary schools in Region 2. Region 2 consists of 16 different school divisions with a total of 63 middle schools and 53 high schools. The research measured alignment of professional development to national ISLLC standards revealed in the literature review. Further examining relationship among relevance, quality, duration, format and differentiation of professional development for principals and variables such as school accreditation status. The research findings identified professional development experiences that were grouped by the following administrative themes: administrative, culture, data analyzing, instruction and technology. Approximately 99% of the professional development experiences were presented to principals face-to-face. All (100%) of the professional development experiences were aligned with the national ISLLC standards. Principals in the research study participated in only four online professional development experiences. Principals assigned to fully accredited schools accounted for 54.5% of the professional development experiences. Principals assigned to schools rated conditionally accredited reconstituted accounted for 28.7% of the professional development experiences. Implications for practice for improving the work of principals in secondary schools are recommended, as well as suggestions for future research. '"],"dc:description.abstractgeneral":["The purpose of this study was to examine secondary school principals’ perceptions of professional development to achieve and/or maintain school accreditation. The study included Virginia secondary schools in Region 2. Region 2 consists of 16 different school divisions with a total of 63 middle schools and 53 high schools (see Appendix A). The research measured alignment of professional development to national ISLLC standards revealed in the literature review. Further examining relationship among relevance, quality, duration, format and differentiation of professional development for principals and variables such as school accreditation status. The research findings identified professional development experiences that were grouped by the following administrative themes: administrative, culture, data analyzing, instruction and technology. Approximately 99% of the professional development experiences were presented to principals face-to-face. All (100%) of the professional development experiences were aligned with the national ISLLC standards. Principals in the research study participated in only four online professional development experiences. Principals assigned to fully accredited schools accounted for 54.5% of the professional development experiences. Principals assigned to schools rated conditionally accredited reconstituted accounted for 28.7% of the professional development experiences. Implications for practice for improving the work of principals in secondary schools are recommended, as well as suggestions for future research."],"dc:description.degree":["Ed. D."],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:10769"],"dc:identifier.uri":["http://hdl.handle.net/10919/85526"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["accreditation","principal","Career development"],"dc:title":["Professional Development for Secondary School Principals: Delivery, Duration and Discernments"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ed. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:19Z"}