This dissertation investigates the challenge of translating theoretical knowledge into practical application regarding collaborative practices in secondary schools, specifically focusing on principals' leadership roles. Conducted in accredited middle and high schools in South Carolina's Lowcountry region during the 2023-2024 academic year, the study revealed that principals exhibit strong proficiency in Resource Allocation. However, there is a need for improvement in Modeling Professional Learning. Despite the existing knowledge, the study emphasizes the urgent necessity of bridging the Knowing-Doing Gap, underlining the importance of implementing strategies that translate theoretical knowledge into practical actions within school settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]