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Nebraska public school principals' perceptions about their professional development needs: A mixed methods study

Troy D Loeffelholz, University of Nebraska - Lincoln

Abstract

The purpose of this mixed method study is to identify the professional development needs of Nebraska public school principal's. One hundred twenty-six public high principals from Nebraska schools participated in the study. Quantitative data was collected using a web-based survey sent to Nebraska public school principals. Qualitative data was obtained from interviews to explore why some public school principals appeared to be more aware of their professional development needs than others. ^ Building principals were positive in their feelings toward professional development. Principals perceived professional development improved student learning and the skills of the teachers they supervise. Building principals also agreed that they did not receive sufficient training about STARS or NCLB and indicated negative feelings about their understanding of the STARS and NCLB process. ^ Qualitative analysis supported the quantitative results. Interview data indicated the greater the experience of administrators, the easier it was for them to make decisions related to professional development, accountability, instructional supervision, classroom management, and student learning. All groups perceived that student learning was the focus of education in Nebraska. ^

Subject Area

Education, Administration

Recommended Citation

Loeffelholz, Troy D, "Nebraska public school principals' perceptions about their professional development needs: A mixed methods study" (2008). ETD collection for University of Nebraska - Lincoln. AAI3297713.
http://digitalcommons.unl.edu/dissertations/AAI3297713

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