School Principal Professional Development: A Case Study of a Texas Rural School District

The purpose of this study was to describe professional development experiences in one rural school district in Texas as perceived by the campus administrators. Existing research has implied a disconnect between preparation programs and campus administration practices. Rural school administrators experience a lack of access to professional development opportunities throughout the school year due to the distance of their community to urban cities hosting training opportunities, funding, and school leadership infrastructure. Due to the increase in federal, state, and local demands, the role of the educational leader has become more complex as the demand for administrators to recruit and retain qualified staff, foster a supportive school culture, and develop academic support systems is significant to student academic success. There is a need for ongoing professional development to be available locally, allowing participation throughout the year. Findings suggest a lack of access to professional development opportunities throughout the year due to the distance to the education service centers and the increased workload on other administrators when a leader adds development opportunities. Through semistructured interviews with campus and district administrators and an analysis of district policies, this study reveals administrators value summer conferences, experiential training, and transformational workshops. Recommendations include fostering in-district networks, mentorship, and formal development opportunities to bolster leadership practices, improve school culture, data analysis, and increase teacher retention, ultimately contributing to enhanced academic achievement. Keywords: professional development, rural school, educational leader, principal, campus administration, network, mentor, school culture, data analysis, teacher retention, academic achievement, Texas schools, superintendent, school leader