Date of Award

Spring 5-3-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Cherie Gaines

Second Advisor

Clifford Davis

Third Advisor

Megan Blevins

Abstract

This qualitative research study explored the perspectives of secondary principals and teachers in an East Tennessee School District regarding the influence of secondary principals’ instructional leadership behaviors on active teacher engagement in professional development. I used questionnaires and semi-structured interviews to collect data from 8 secondary principals and 30 secondary teachers at the top five performing schools based on the average professional development hours earned per teacher. In the study, I examined the instructional leadership behaviors of framing the school goals, communicating the school goals, incentivizing teachers and learning, and promoting professional development. Findings revealed an apparent disconnect between the perceptions of secondary principals and teachers regarding the instructional leadership behaviors of principals in secondary schools in the East Tennessee School District. The study highlighted the importance of secondary principals’ intentionality in implementing instructional leadership behaviors to create setting conditions to promote a culture of professional development and learning positively. Implications for practice included recommendations for district policymakers, secondary principals, and secondary teachers. This research contributed to the knowledge base around the role of secondary principals in influencing active teacher engagement in professional development.

Keywords

Instructional Leadership, Professional Development, Qualitative, Secondary Principals

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