Exploring gender differences in US school principals’ professional development needs at different career stages

Abstract

The purpose of this descriptive study was to explore, with respect to gender and career stage, the areas in which principals perceived professional development was important. Beginning principals perceived higher needs for support and skill development in all areas. All experience levels of principals indicated high needs for professional development in using data to inform decisions and in resolving personnel issues. Many of the top-ranked areas, regardless of gender or experience level, were relational areas (resolving student, parent and personnel issues). Female principals perceived greater need for professional development, particularly in resolving student issues. Female beginning principals and female experienced principals expressed greater needs than did their male counterparts for support in sustaining personal motivation.

Keywords:

• principals
• career stage
• gender
• professional development