This study investigated the impact of professional development on educational leadership and management practices. Specifically, it assessed the extent of administrators’ engagement in professional development activities related to leadership and management skills and explored whether differences exist in the perceived impact of these activities based on demographic and professional profiles. Data were gathered using a structured survey and analyzed through appropriate statistical methods. Findings revealed that administrators demonstrated high levels of participation in professional development across leadership and management domains. However, inconsistencies were observed in specific areas, indicating the need for more targeted and context-based development programs. Results further showed no significant correlation between professional development practices and the perceived impact on leadership and management effectiveness, highlighting potential misalignments between program content and actual leadership challenges. The study concluded that professional development is widely valued but requires recalibration to achieve stronger alignment with administrators’ needs. Recommendations emphasize the development of tailored training modules focusing on communication, collaboration, decision-making, and school culture to enhance leadership and management practices. Keywords: Professional Development; Educational Leadership; Management Practices; Leadership Training; School Administration
Galanida et al. (Tue,) studied this question.