Date of Graduation

7-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Lasater, Kara

Committee Member

Smith, Christy

Second Committee Member

Ray, Josh

Keywords

Education; Mentoring; Principals; Professional Development; Professional Learning; Secondary

Abstract

This purpose of this qualitative study was to examine veteran secondary school principals’ engagement in professional learning, development, and mentoring for the improvement of their leadership skills. While previous literature provides insight into administrative preparation programs, mentoring of novice leaders, and succession planning for those advancing their careers, there are fewer studies that discuss enhancing experienced principals’ leadership development. The study was guided by three research questions: (1) How do principals describe their experiences participating in professional learning and development? (2) What types of leadership experiences do principals engage in to improve their leadership skills? and (3) How does engaging in mentoring influence principals’ leadership skills? To answer these three research questions, data were collected using semi-structured interviews and a focus group discussion with eight experienced secondary school principals from a suburban district in southeastern Michigan. Data were analyzed through open coding and constant comparative methods resulting in 48 initial codes that were consolidated into five overarching themes: Professional Learning and Growth; Leadership Practices and Responsibilities; Human-Centered Leadership; Well-Being, Balance, and Sustainability; and Collaboration and Support Systems. Findings suggest that veteran principals valued choice in their professional learning opportunities. They particularly valued learning that occurred through experiential learning, reflective dialogue, and problem-solving that aligned with their contextual needs and was embedded into their daily leadership practices. Mentoring relationships emerged as influential in supporting instructional leadership, navigating staff conflict and culture, and sustaining work life balance. The formalized mentoring process for new administrators, however, was described as inconsistent and lacking structure. Implications suggest that districts should design coherent mentoring systems extending beyond the induction phase, cultivate professional learning networks that reduce isolation, offer choice in professional learning opportunities, and provide structured opportunities for reflection and collaboration.

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