Abstract
Problem. The purpose of this study was to investigate the nature of professional renewal and the process through which elementary school principals become professionally renewed. The study attempted to answer the following questions: (1) How is professional renewal viewed by elementary school principals? (2) What sources contribute to the principal's professional renewal? (3) What do principals perceive as meaningful events and activities that contribute to professional renewal? (4) What planning, if any, preceded professional renewal? (5) Is there a common period in their careers when professional renewal occurred? Methodology. The research interview technique utilizing a semi-structured interview approach was administered to a population of twenty-eight elementary school principals from three school districts. All members of the population participated in the research. The participants were asked to respond to specific questions with follow-up probing as related to the five research questions. Findings. The findings were summarized in accordance with each of the five major research questions. (1) Professional Renewal as Viewed by Elementary School Principal: Updating was the most frequently utilized term followed by workshops/seminars/professional development center activities. A total of thirty-three activities were identified. Conclusion. Principals view professional renewal mainly in a professional sense and secondarily in a personal sense. Renewal can occur via informal activities, as exemplified by the informal collegial network which proved to be a legitimate source for renewal. ACSA was a potent renewal source, but accompanying informal collegial sharing proved most beneficial. The unfavorable reaction to the credentialling program demonstrates the lack of emphasis that these programs place in the area of professional renewal. Workshops/seminars, conferences and the informal principal sharing were valued renewal activities within the district. Formal planning is not essential nor a prerequisite to the successful renewal episode, but principals did value participation in planning activities that concerned their professional renewal. The need for professional renewal seemed to be more related to the characteristics of the job rather than to age, gender or number of years on the job. Recommendations. The outcomes of this study may be useful to elementary school principals, district central administrators, university credential program faculty, and the Commission for Teacher Preparation and Licensing. Recommendations include cooperatively defining terms, assessing professional renewal needs, encouraging informal collegial sharing, participation in valued conferences and workshops, designing appropriate personal life activities, establishment of a professional renewal consortium and additional research. These findings are in no way intended to be generalized to other principals, school districts or to a larger population.