Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 56

54 interpretation can be further supported by choice theory (Glasser, 1998). Glasser (1998) suggests education is a continual process and quality can always be improved through self-evaluation. When campus leaders utilize leadership development plans to self-evaluate efforts to build positive relationships, establish effective systems and procedures, and effectively community, the school culture is positively impacted. Leadership Development Plans and the Impact on Positive School Culture In summary, the study participants conveyed a positive experience with leadership development plans and reported a positive impact on school culture. When considering the participants who valued leadership development plans and thus reported the principals who utilized leadership development plans positively impacted the school culture, it is recommended that the research school district continue the use of the current leadership development plan implementation and corresponding professional development for district leaders with minor adjustments to the process as discussed below. All of the participants confirmed value in the implementation of leadership development plans. However, several participants indicated they felt there needed to be a better accountability system to correspond to the implementation of the leadership development plans. This was an unexpected finding that verifies the district’s utilization of leadership development plans as effective in increasing reflection and accountability for implementation of district expectations. School districts should institute an accountability component as a means to bring sustainability and credibility to the leadership development plans. Examples of accountability might include the use of mentors, coaches, supervisors, or peers. Finally, campus principals should reference the leadership development plans when writing annual T-PESS goals in order to measure their effectiveness as culture-leaders. T-PESS was designed as a comprehensive set of principal standards that captures the practices all principals should strive to meet. Additionally, T-PESS Standard 4 requires principals to be culture- leaders. Therefore, principal leadership development plans align with the purpose of T-PESS. Conclusion The purpose of the current study was to explore the implementation of principal leadership development plans and the perceived impact on school culture. The results of the study indicated that the research site is effectively implementing principal leadership development plans which is resulting in a positive impact on school culture. The participants overwhelmingly communicated value in leadership development plans and appreciated the research district for providing the initiative for campus leaders. The participants indicated leadership development plans provide an opportunity for growth, reflection, and continuous improvement. Additionally, the participants indicated that a positive school culture was impacted by campus leaders currently utilizing leadership development plans. The impact on school culture was evidenced specifically in the impact on a shared vision of high expectations, a culture of high expectations, intentional family and community engagement, a safe school environment, and discipline. This is confirmation that the implementation of the leadership development plans and accompanying training as provided by the school district to train campus leaders is resulting in positive outcomes. A leadership development plan serves as a reflective resource throughout the principal’s tenure to monitor progress and identify areas of constraint that are continual personal challenges for growth and development. The participants especially appreciated the assessment inventory that was used to define the principals’ strengths and constraints. This is further confirmation to the district that their campus administrators value the leadership development plans and recognize that reflection and awareness are necessary for improvement. For students to succeed and public schools to prosper, the need has never been greater to have leaders who can foster frameworks for excellence and promote positive campus cultures. However, with increasing principal attrition rates, underperforming schools, and strenuous demands, campus leaders must be provided the appropriate support to assist them in their efforts to impact Le’Ann D. Downs, Ed.D.