The impact of intensive training on the professional development of school principals

Abstract

The purpose of this study was (1) to define the impact of intensive training on the professional development of elementary and secondary principals , as experienced by principals at Texas A&M University's first Principals' Center Summer Academy 1985, entitled "Successful Principal: Successful School"; and (2) to investigate the nature of the Academy, the characteristics of the Academy participants, and the impact of this intensive intervention on the principals' perceptions of their role, their professional development needs, and their abilities to plan for changes in their schools. An original essay, a professional development questionnaire, and a three part action plan submitted by each of the 57 Texas principals participating in the intensive five day professional development Academy as well as Academy artifacts were studied and analyzed by the researcher and a team of exemplary principals to determine the answers to five research questions. This exploratory study revealed a very rich data base upon which to build a research agenda focusing on the effectiveness of Principals' Center activities in meeting the professional growth needs of school principals. Major conclusions of the study were: 1. The Academy employed personnel staff development practices identified as effective through a review of the literature. 2. The 57 participants appeared to be demographically representative of Texas principals in general. They might differ from the general population of Texas principals in that they demonstrated a predisposition to value their own professional growth and development. 3. Inversion in a well structured learning experience can (a) do much to keep a principal current in the profession; (b) focus attention on the quality of individual practice; and (c ) provide the principal with a safe environment to apply quality research and application techniques to his/her own setting. 4. The idea of the principal being "obsessed with learning" and modeling learning in the school setting for the benefit of staff and students, appeared to be a new concept that truly impacted this group of principals...