scholarly journals A Psychometric Look at Principal Professional Development

2021 ◽  
Vol 17 (7) ◽  
Author(s):  
Lee Westberry ◽  
Fei Zhao
Keyword(s):  
Professional Development ◽  
South Carolina ◽  
Instructional Leadership ◽  
School Leadership ◽  
Rank Order ◽  
Significant Discrepancy ◽  
Additional Information ◽  
Professional Development Needs ◽  
Current Leadership ◽  
Confidence Ratings

This study evaluates aspects related to P12 principals’ professional development needs in South Carolina regarding the three domains of school leadership: management, instructional leadership, and program administration. A survey to rate principals’ current leadership knowledge, rank order their professional development needs, and provide a confidence rating regarding their abilities was given to over 1,100 principals and 85 superintendents. Through examining relationships with a psychometric model, results derived latent leadership ability scores and self-reported confidence ratings of principals as well as the superintendents’ leadership scores and confidence ratings of their principals. This study found a significant discrepancy between principals’ and superintendents’ confidence ratings and their corresponding leadership ability scores, respectively. A further analysis of the rank-ordered professional development needs highlighted instructional leadership to be the most needed topic for professional development. Finally, atypical response patterns regarding principal’s current leadership knowledge are also identified through person-fit analysis to provide additional information regarding P-12 principals’ professional development needs.

scholarly journals The Need of the Virtual Principal Amid the Pandemic

2021 ◽  
Vol 17 (10) ◽  
Author(s):  
Lee Westberry ◽  
Tara Hornor ◽  
Kent Murray
Keyword(s):  
South Carolina ◽  
Instructional Leadership ◽  
Professional Learning ◽  
Online Survey ◽  
Systems Approach ◽  
Rank Order ◽  
Learning Needs ◽  
School Settings ◽  
Professional Development Needs ◽  
Qualitative Measure

This mixed-method study evaluates P–12 principals’ and district officials’ experiences during the COVID-19 pandemic amid the abrupt change to virtual leadership. Professional learning needs are identified in relation to the three domains of leadership as seen in literature: school management, instructional leadership, and program administration. The quantitative study instrument, which included an online survey given to 270 principals and district officials in South Carolina, allowed principals and superintendents to rank order their professional development needs to be better prepared for the virtual principalship. The top need expressed across all races, genders, and school settings was virtual instructional leadership. The qualitative measure includes interviews of 10 principals/district officials, and five major themes were identified as administrative struggles/priorities in the virtual principalship during the pandemic: increased presence and communication; projecting calm during uncertainty; displaying flexibility, empathy, and patience; knowledge of technological capabilities; and a systems approach to sustained instructional leadership. The study showed a heightened need for soft skills development.

scholarly journals Relationship between the Adherence to National Competency-Based Standards and the Professional Profile of School Heads in Northern Samar, Philippines

2021 ◽  
pp. 13-25
Author(s):  
Xavier M. Ultra
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
School Leadership ◽  
School Performance ◽  
Leadership Skills ◽  
Hr Management ◽  
Professional Profile ◽  
Competency Based ◽  
School Heads ◽  
Supervisory Experience

A descriptive study sought to determine the school heads’ adherence to the national competency-based standards and its relationship to the professional profile of the school heads in the Division of Northern Samar was done. This study used the descriptive-correlational research design which the questionnaire was patterned from studies on leadership and National Competency-Based Standards for School Heads (NCBS-SH) TDNA tool. Elementary schools were proportionally sampled by district/municipality while secondary schools were proportionally sampled by legislative districts of the province of Northern Samar. The respondents answered a survey questionnaire developed from the standards of Department of Education. This study found out that most of the school heads have earned master’s degree, are principal’s test passers, had more than 10 years of administrative and supervisory experience and had limited number of exposures to trainings. All the indicators of leadership skills were very highly observed. On the test of relationship between the professional profile of the school heads and their adherence to National Competency-Based Standards, administrative and supervisory experience and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Also, administrative, and supervisory trainings attended and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Respondents’ leadership skills and NCBS-SH domains, leadership skills have significant correlation to all the NCBS-SH domains. From the test of relationship between the professional profile of the school heads and the school performance, only eligibility and administrative and supervisory experience are significantly correlated to SBM level of practice. The test of relationships between school heads’ adherence to national competency-based standards and school performance, the school leadership is significantly correlated to SBM level of practice.

Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models

2003 ◽  
Vol 25 (4) ◽  
pp. 347-373 ◽  
Author(s):  
Eric Camburn ◽  
Brian Rowan ◽  
James E. Taylor
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
School Reform ◽  
Instructional Leadership ◽  
School Leadership ◽  
Distributed Leadership ◽  
Comprehensive School ◽  
Comprehensive School Reform ◽  
School Reforms ◽  
Using Data

This is a study of distributed leadership in the context of elementary schools' adoption of comprehensive school reforms (CSR). Most CSRs are designed to configure school leadership by defining formal roles, and we hypothesized that such programs activate those roles by defining expectations for and socializing (e.g., through professional development) role incumbents. Configuration and activation were further hypothesized to influence the performance of leadership functions in schools. Using data from a study of three of the most widely adopted CSR models, support was found for the configuration and activation hypotheses. Leadership configuration in CSR schools differed from that of nonCSR schools in part because of the addition of model-specific roles. Model participation was also related to the performance of leadership functions as principals in CSR schools and CSR-related role incumbents were found to provide significant amounts of instructional leadership. Further support for the activation hypothesis is suggested by positive relationships between leaders' professional development experiences and their performance of instructional leadership.

scholarly journals Strategies to facilitate professional development of the occupational health nurse in the occupational health setting

2016 ◽  
Vol 21 ◽  
pp. 261-270 ◽  
Author(s):  
Nicolene De Jager ◽  
Anna G.W. Nolte ◽  
Annie Temane
Keyword(s):  
Professional Development ◽  
Occupational Health ◽  
Quality Care ◽  
Doctoral Degree ◽  
Individual Interviews ◽  
Professional Development Needs ◽  
Health Nursing ◽  
And Function ◽  
Occupational Healthcare ◽  
Occupational Health Setting

Background: Education and experience are important components in the ability of occupational health nurses (OHNs) to promote high-quality care and competence. OHNs will increasingly require the skills and knowledge to base care on best evidence, to use critical thinking and demonstrate advanced leadership and decision-making skills to develop and enhance services in a more complex and diverse occupational healthcare environment.Objective: The purpose of this study was to identify the needs for professional development of the OHN in the occupational health setting.Method: An explorative, descriptive, contextual generic and qualitative research method was used in this study. The purposive sampling method was used as the OHNs surveyed described their personal need for professional development in the occupational health setting. Data was collected by means of semi-structured individual interviews. Eight interviews were done by an interviewer who held a doctoral degree in community health nursing and a qualification in occupational health and was affiliated with a private occupational health institution at the time of the study. The interviews were conducted during August 2012.Results: The OHNs reported that professional development needs have to be identified by the OHNs. Short courses need to be designed by training institutions and should be attended by the OHNs to improve their operational functioning on a day-to-day basis in the occupational health setting. The OHNs experienced that their role and function in the workplace were not valued by their managers. The results of this study revealed four major themes, namely constraints hindering the OHN in developing professionally, positive aspects identified by the OHNs regarding the need for professional development, professional development needs of the OHN and suggestions of how to meet the OHNs' professional development needs.Conclusion: There is a need for OHNs to identify their professional development needs and recommendations were made to meet these needs.

scholarly journals Teachers’ views on and preferences for meeting their professional development needs in STEM

2018 ◽  
Vol 118 (8) ◽  
pp. 370-384 ◽  
Author(s):  
David C. Owens ◽  
Troy D. Sadler ◽  
Christopher D. Murakami ◽  
Chia-Lin Tsai
Keyword(s):  
Professional Development ◽  
Professional Development Needs

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

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