| The purpose of this mixed methods comparative case study was to examine the impact of instructional and leadership funding (independent variable) on student achievement (dependent variable). The perceptions expressed in work engagement and district-related experiences were explored to discover possible differences related to tenure and to develop a professional development model based on the perceptions communicated by leaders. The study included four research questions, responses to a Work Engagement survey by 31 school executive leaders, and responses to an administrative questionnaire and interview by 15 school executive leaders within a medium-sized district and a large district in central Texas. The findings of the study indicated that the impact of funding on student achievement was not statistically significant. Results indicated that tenure does not significantly influence administrator perceptions of professional development opportunities. The analysis, synthesis, and evaluation of the participants' responses supported the development of a baseline leadership model for the professional development of school executive leaders. Analysis of the perceptions explored in the qualitative phase revealed that work engagement does shape professional development choices based on interaction with colleagues and perceived individual needs. Recommendations for future research include the continued research of possible funding and student achievement correlations with a larger sample over a longer period, and the development of guidance for the professional development of school executive leaders. |
