Award Date

12-15-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Psychology, Leadership, and Higher Education

First Committee Member

Jacob Skousen

Second Committee Member

Miguel Gonzales

Third Committee Member

Megan Griffard

Fourth Committee Member

Reece Oswalt

Fifth Committee Member

Joseph Morgan

Number of Pages

161

Abstract

This qualitative phenomenological study explored post-probationary principals’ perceptions of professional development, examining the relevance, adequacy, and impact of support provided after 4 years of their leadership. Although research and policy have emphasized the development of new principals, professional learning opportunities for those beyond probationary status remain inconsistent, generic, and misaligned with individual and contextual needs. Guided by adult learning theory, this study sought to understand how post-probationary principals evaluate current professional development, describe their desired opportunities, and determine their ongoing needs. Data were collected through semi-structured interviews with principals from multiple districts and analyzed using coding, memo writing, and mind mapping techniques to identify emergent themes. Findings revealed that principals valued professional development when it was relevant to their role, contextualized to their school setting, and sustained through coaching, mentoring, and peer collaboration. However, challenges included compliance-driven training, lack of time, and limited voice in shaping learning experiences. Principals emphasized the importance of self-governing, reflection, and opportunities to collaborate with colleagues as essential for growth. The study contributes to the literature by highlighting gaps in professional development for post-probationary principals and recommending practices that prioritize individualized, job-embedded, and collaborative approaches.

Controlled Subject

professional development; Leadership; Probationary employees

Disciplines

Education | Educational Leadership | Teacher Education and Professional Development

File Format

PDF

File Size

1038 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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