Professional Development of School Principals – How Do Experienced School Leaders Make Sense of Their Professional Learning?

 Introduced by: Angelica Quinlog 

Research Title

Professional Development of School Principals – How Do Experienced School Leaders Make Sense of Their Professional Learning?

Author

Sahlin, S.

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1. Research Overview

School leadership is widely recognized as a key factor in school improvement and educational quality. Previous research has consistently emphasized the importance of continuous professional development for school leaders; however, limited attention has been given to how experienced school principals themselves understand and interpret their professional learning.

This study addresses this research gap by examining experienced school leaders’ sense-making of their professional development. Grounded in sense-making theory, the research explores how principals reflect on and attribute meaning to their professional learning experiences, highlighting professional development as an ongoing, reflective process rather than a series of isolated training activities (Sahlin, 2023).

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2. Research Objectives

The primary objective of the study was to:

• Examine how experienced school principals make sense of their professional learning in relation to their professional development.

Specifically, the study aimed to:

• Explore principals’ perceptions of continuous professional development

• Understand how professional learning is interpreted and integrated into leadership practice

• Identify factors that contribute to meaningful professional learning among experienced school leaders

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3. Research Methodology

The study adopted a qualitative case study design, which allowed for an in-depth exploration of principals’ professional learning experiences.

Key methodological features included:

• Participants: Experienced school principals

• Data Collection Methods:

  • Semi-structured interviews

  • Course evaluations

• Theoretical Framework:

  • Sense-making theory

• Data Analysis:

  • Qualitative content analysis

  • Use of Atlas 6.2 software

This approach enabled the researcher to capture rich, reflective accounts of how principals interpret their learning over time.

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4. Key Findings

The findings revealed that experienced school principals make sense of their professional learning through several key dimensions:

• Recognition of the value of continuous professional development, particularly when learning aligns with real leadership challenges

• Professional interactions with peers, which supported reflection, dialogue, and shared understanding

• Practical relevance of learning activities, allowing principals to connect new insights with existing leadership experience

Professional learning was perceived as most meaningful when it encouraged reflection and collaboration rather than prescriptive training models (Sahlin, 2023).

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5. Conclusion

The study concludes that professional development for experienced school principals is a sense-making process, shaped by reflection, professional dialogue, and contextual relevance. Rather than focusing solely on acquiring new knowledge, experienced principals evaluate professional learning based on its applicability to their leadership roles and school contexts.

This research contributes to educational leadership literature by highlighting the importance of designing professional development initiatives that acknowledge principals’ prior experience and support reflective learning practices.

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Final Thoughts

This study offers valuable insights for educational policymakers, leadership development providers, and school systems. Professional development programs for experienced principals should emphasize peer interaction, reflective practice, and meaningful learning contexts to support sustained leadership growth.

By understanding how school leaders make sense of their professional learning, educational systems can design more effective and responsive leadership development initiatives that strengthen school leadership and improve educational outcomes.

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References 

https://www.researchgate.net/publication/372288714_Professional_development_of_school_principals_-_how_do_experienced_school_leaders_make_sense_of_their_professional_learning

Sahlin, S. (2023). Professional development of school principals – How do experienced school leaders make sense of their professional learning? Educational Management Administration & Leadership, 1–18. https://doi.org/10.1177/17411432231168235