Recommendations
Recommendations for Future Research and Decision-Making
Incorporating Administrators’ Perspectives
A primary recommendation is to involve school administrators in the design of professional development programs to ensure that training is relevant and impactful (Buckman et al., 2018; Williams, 2020). Many participants in the study felt their needs were overlooked, with training often failing to address the specific skills and knowledge they required to excel in their roles.
Recommendations Related to Coaching and Mentoring
Expanding formal coaching and mentoring opportunities is essential. Participants expressed interest in both coaching and mentoring. However, there is often confusion between these two distinct approaches, and clarifying their differences will improve understanding and effectiveness. Additionally, research into the factors that contribute to successful coaching—including the quality, frequency, and qualifications of coaches—can provide valuable insights for enhancing these programs. To better assess coaching’s impact, further research should explore:
- Factors that contribute to effective coaching, including the qualifications and experiences that best equip coaches.
- The ideal relationship between coach and coachee, particularly whether a direct supervisor or an external coach is more effective.
Recommendations Related to Training and Supporting School Administrators
- Robust Onboarding: Many participants felt unprepared for the challenges of school administration due to a lack of structured onboarding when transitioning from teaching to leadership roles. A formalized, comprehensive onboarding process—including clear job descriptions and accountability measures—can improve role clarity and support administrators in this transition.
- Developing Leadership Pathways: Another key recommendation is the creation of a strategic, system-wide pathway for those interested in school leadership roles.
“Good leaders are not only born. They’re also developed. If we want our schools to be led by great leaders, we have to invest in their development.… [There should be a consistent] starting point for all principals regardless of their conference or union.“
- Targeted Research on Administrators’ Needs: Further research is needed to identify the professional learning needs of administrators at various career stages, from aspiring leaders to those already in leadership positions. Examining effective leadership development models from both the Adventist community and other educational systems could provide valuable insights.
- Collaboration and Support Systems: Building partnerships between Adventist higher education institutions, other organizations, and the Adventist PK-12 education system is essential for designing and funding impactful leadership development programs. Participants in my study felt unions were better positioned to support administrators’ professional growth through professional development opportunities, as well as offering additional opportunities for networking and collaboration. In contrast, they perceived conference education leaders as prioritizing teacher retention and development, leaving limited time and resources to effectively support administrators. Additionally, participants indicated that there were fewer administrators to collaborate with in their conferences.
Amy's Assessment 