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Principals' Perspectives: Professional Learning and Marginal Teachers on Formal Plans of Improvement
Peer reviewed
Download full textZepeda, Sally J. – Research in Educational Administration & Leadership, 2016
This qualitative study examined the perspectives of principals related to professional development for teachers on formal plans of remediation for underperformance in the classroom. The principles associated with job-embedded professional development as well as cognitive dissonance provided a basis for analyzing data collected throughout the…
Descriptors: Principals, Administrator Attitudes, Faculty Development, Underachievement
