Professional learning experiences and administrator practice: is there a connection?

Abstract

This study identified the formal and informal professional learning experiences in which school administrators engaged and the relationship between these professional learning experiences and administrator practice. The researcher developed an instrument that solicited school administrators’ engagement and perceived value of formal and informal learning experiences. A second instrument was adapted to measure middle grades administrators’ leadership practices. All middle grades principals in a southern state in the US were sent both instruments, resulting in a response rate of 42.5%. Correlational results indicated a significant relationship between participation in informal professional learning experiences and principal practice as measured by student, school, and faculty factors. Participation in informal professional learning experiences also significantly predicted principal practice related to the same three factors.