M. Koonce, John C. Pijanowski, Ed Bengtson, Kara Lasater
{"title":"专业发展过程中的主要参与","authors":"M. Koonce, John C. Pijanowski, Ed Bengtson, Kara Lasater","doi":"10.1177/0192636519871614","DOIUrl":null,"url":null,"abstract":"The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process, and identify what resources or supports were needed to increase engagement. The 249 survey participants were drawn from 112 different school systems. From that group 20 principals were purposefully sampled for interviews. The theoretical framework for this study drew from social cognitive, self-efficacy, and collective efficacy theories which served to frame school and district leaders’ roles in professional development.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519871614","citationCount":"9","resultStr":"{\"title\":\"Principal Engagement in the Professional Development Process\",\"authors\":\"M. Koonce, John C. Pijanowski, Ed Bengtson, Kara Lasater\",\"doi\":\"10.1177/0192636519871614\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process, and identify what resources or supports were needed to increase engagement. The 249 survey participants were drawn from 112 different school systems. From that group 20 principals were purposefully sampled for interviews. The theoretical framework for this study drew from social cognitive, self-efficacy, and collective efficacy theories which served to frame school and district leaders’ roles in professional development.\",\"PeriodicalId\":39340,\"journal\":{\"name\":\"NASSP Bulletin\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-08-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/0192636519871614\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"NASSP Bulletin\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/0192636519871614\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"NASSP Bulletin","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0192636519871614","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
Principal Engagement in the Professional Development Process
The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process, and identify what resources or supports were needed to increase engagement. The 249 survey participants were drawn from 112 different school systems. From that group 20 principals were purposefully sampled for interviews. The theoretical framework for this study drew from social cognitive, self-efficacy, and collective efficacy theories which served to frame school and district leaders’ roles in professional development.
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