Degree Date

6-2025

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Christie McMullen

Abstract

This study analyzed the current state of professional development opportunities for administrative leaders across ten U.S. states. The research aimed to explore trends, perceived needs, and gaps in professional learning programs for educational administrators. The central research question guiding this study asked: How do administrative leaders perceive and experience existing professional development opportunities, and what areas require strategic improvement? A mixed methods approach was used, with survey data collected from administrative leaders serving in K–12 school settings. The survey instrument was designed to assess participants' perceptions of the relevance, effectiveness, and accessibility of their current professional development experiences. Data analysis identified key patterns, areas of deficiency, and themes related to desired improvements. Findings indicated that administrative leaders consistently needed more strategic, targeted, and intentional professional learning experiences. Participants reported that current offerings often lack coherence and alignment with leadership goals or site-level demands. Conclusions emphasized that high-impact professional development is essential for improving leadership effectiveness, decision-making, and student outcomes. The study recommends ongoing evaluation of leadership development programs, data informed modifications at district and regional levels, and responsive, equity-driven training that celebrates both incremental and long-term progress.

Comments

All figures and tables were created by me.

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