Graduation Year

2025

Document Type

Dissertation

Degree

Ed.D.

Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Language, Literacy, ED.D., Exceptional Education, and Physical Education

Major Professor

Elizabeth Shaunessy-Dedrick, Ph.D.

Committee Member

Bárbara C. Cruz, Ph.D.

Committee Member

Sarah Kiefer, Ph.D.

Committee Member

David Scanga, Ph.D.

Keywords

Principalship, Professional Learning, Professional Development, Educational Leadership Training, Lifelong Learning, Narrative Inquiry

Abstract

Principals play a pivotal role in shaping student achievement and supporting teacher success. However, the limited existing research reveals that professional development opportunities for principals, especially seasoned ones, are often uninspiring, inadequately designed, and disconnected from their actual needs. As a result, seasoned principals may face challenges in maintaining motivation, engagement, and continued leadership development. This study addresses this gap by investigating how seasoned principals perceive and value professional learning, focusing specifically on their pinnacle experiences—those they regard as the most impactful and significant throughout their careers.

Using a narrative inquiry approach with an Appreciative Inquiry lens, this study captures the stories of nine seasoned principals through semi-structured interviews. Participants highlight four key themes: collaboration and networking, relevance and personalization, practical applications, and supportive experiences. What mattered most to the seasoned principals in this study were the development and maintenance of collegial relationships, opportunities for genuine personal growth, the personalization and relevance of professional learning, and sources of inspiration. These findings offer a deeper understanding of what seasoned principals need from professional learning to remain energized and effective in their roles.

By centering the voices and lived experiences of seasoned principals, this study contributes to the limited literature on leadership development for experienced school leaders and proposes key considerations for designing more responsive, engaging, and meaningful professional learning experiences for seasoned principals.

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