Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 54

52 question: How do school leaders perceive that leadership development plans impact school culture? The five sub-questions are as follows: 1. How do school leaders perceive that leadership development plans impact a shared vision of high expectations? 2. How do school leaders perceive that leadership development plans impact a culture of high expectations? 3. How do school leaders perceive that leadership development plans impact intentional family and community engagement? 4. How do school leaders perceive that leadership development plans impact a safe school environment? 5. How do school leaders perceive that leadership development plans impact discipline? Principals and assistant principals shared their perceptions that leadership development plans generally impacted the culture of the school. In particular, the use of leadership development plans provided a means for principals to reflect on the efficacy of their leadership styles. In general, assistant principals appreciated when their principals shared their personal leadership development plans with them as it provided an element of accountability. A few administrators cited leadership development plans to be ineffective without an element of accountability. Overall, the administrators believed leadership development plans impacted school culture specifically in the areas of positive relationships, systems and procedures, and communication. The following is a summary of findings for each sub-question: How do school leaders perceive that leadership development plans impact a shared vision of high expectations? Participants reported the strategies of focusing on student achievement, building positive relationships, fostering continuous improvement, modeling expectations, empowering others, and promoting a unified purpose were demonstrated by principals who utilized leadership development plans. How do school leaders perceive that leadership development plans impact a culture of high expectations? Participants reported the strategies of collaborating with leadership, communicating expectations, maintaining accountability, utilizing feedback and reflection, implementing systems and procedures, and providing training and resources were demonstrated by principals who utilized leadership development plans. How do school leaders perceive that leadership development plans impact intentional family and community engagement? Participants reported strategies of providing family engagement opportunities, building relationships with family and community, fostering cultural awareness, and communicating with families and community were demonstrated by principals who utilized leadership development plans. How do school leaders perceive that leadership development plans impact a safe school environment? Participants reported strategies of building relationships with students and family, implementing systems and procedures, addressing student needs, reviewing and analyzing safety data, and leveraging leadership visibility were demonstrated by principals who utilized leadership development plans and positively impacted a safe school environment on their campuses. How do school leaders perceive that leadership development plans impact discipline? Participants reported strategies of implementing positive intervention, implementing district and campus policies and procedures, and optimizing learning time were demonstrated by principals who utilized leadership development plans. Implications The school district of the current research instituted a multi-year implementation of educational leadership development plans as professional development. The professional development was provided in order to equip school leaders with a comprehensive plan that includes measurable short-term and long-term goals, action plans, leadership competencies, leadership strengths, and areas for growth. Campus leaders utilized leadership development plans to develop leadership capacity thereby fulfilling district expectations to facilitate positive cultures that focus on improved student achievement and discipline. The need for leaders to utilize a variety of practices to build positive school cultures is vital, yet transforming school culture is difficult, and many principals leave the profession before they can see transformation (Deal & Peterson, 2003). According to the U.S. Department of Education, 12% of public school Le’Ann D. Downs, Ed.D.