Description
This qualitative case study investigated principals' perceptions of a professional development model developed by the California League of Middle Schools. The study explored the activities that principals deemed supported or hindered their work in developing strong leadership skills associated with improving student achievement. Furthermore, the study sought to discover any additional activities the principals believed the program should provide in order to support the development of effective practices of a school leader. The study used a qualitative design to examine principal perceptions of activities in a mentoring and coaching professional development program. Participants were selected based upon (a) their participation in the California League of Middle Schools' Mentoring and Coaching Professional Development Model, and (b) having achieved growth in the school's Academic Performance Index of 17 points based upon the statewide average for California middle schools for the past two academic years. Data were gathered and analyzed from multiple sources including one-on-one principal interviews, field observations of the professional development coaching and mentoring sessions, as well as program documents and artifacts. Data were triangulated in order to ensure trustworthiness of the study's findings. Since participants were given an opportunity to express the pros and cons of the professional development program for principals, the research evolved as explanatory and descriptive. Results of this qualitative study indicated that principals perceived the League of Middle Schools' professional development model which included coaching and mentoring as having the capacity to support and change specific leadership practices and behaviors associated with effective schools. This study will add to the existing body of research on the professional development programs that incorporate coaching and mentoring for principal induction, professional growth for veterans, as well as the body of research on the development of effective leadership practices that can impact student achievement.
