Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award


Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)


Educational Administration and Leadership

First Advisor

Dennis Brennan

First Committee Member

Beatrice Lingenfelter

Second Committee Member

Rachelle Hackett

Third Committee Member

Katey Talbot


The following paper includes a literature review summarizing the following: the evolving role of the principal, the need for professional development, the need for improved professional development, and district-based professional development models. Studies generally focus on aspiring principals and those recently hired into the position. Ongoing development for experienced principals appears to be the most neglected, least developed component of principal preparation. The study was designed to add to the limited knowledge base on district-based professional development models for secondary administrators. This study utilized both quantitative and qualitative research methodology. Quantitative methods included both correlation and descriptive research. The purpose of this study was to determine whether, and to what degree, a relationship exists between participation in various professional development activities and principals perceived competencies in the five leadership standards. Descriptive research describes the extent to which principals express a need for further professional development of the various activity types. Qualitative research describes the recommendations principals make to increase the usefulness of the professional development activities. Participants included all secondary principals and vice principals in the Coastal Mountain Unified School District (CMUSD) for the 2003–2004 school year. This included 11 principals and 26 vice principals. Findings from this study revealed the following: (1) the majority of the activities offered through the Leadership Development Institute revealed a statistical significance greater than zero between participation in activity and the perceived competency levels, (2) principals perceived their skills in five leadership standards to be higher than the vice principals, (3) administrators expressed a need to continue the interactive nature of the professional learning activities especially as it relates to building collaborative teams and working in the area of supervision and instructions, (4) 85% of the principals indicated that participation in the activities related to skill development in supervision and evaluation had a moderate to large impact on their skills, (5) two-thirds of the respondents expressed a need for support in understanding campus climate issues, addressing racism and creating collaborative school environments, (6) the majority of the respondents felt that the content of the Leadership Development Institute was highly appropriate and very valuable.




9780542113017 , 0542113015

To access this thesis/dissertation you must have a valid email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest



If you are the author and would like to grant permission to make your work openly accessible, please email