Principals' Perceptions of Professional Development: Results From a Randomized Trial

• In Event: Marriott Roundtable Session 75
  In Roundtable Session: The Teacher Factor: Examining Challenges to Building Teacher Capacity to Implement College- and Career-Ready Standards

Abstract

In the present study, we examined the impact of professional development on elementary school principals’ self-reported readiness to lead implementation of new mathematics and science content standards in their schools. Principals were randomly assigned to either participate in a year-long professional development program (n = 63) or a wait-list comparison group (n = 47). Results from a one-way between-groups multivariate analysis of variance suggest that random assignment to the professional development condition was impactful for principals’ self-reported attitudes toward facilitating the implementation of new content standards in their schools. Study findings offer support for the use of professional development for school principals as a means of building principals’ will to lead change efforts.

Authors

• Kristina N. LaVenia, Bowling Green State University

• Laura B. Lang, Florida State University