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<https://discovery.ucl.ac.uk/id/eprint/10019858> <http://purl.org/dc/terms/title> "'There is a lot to be learnt': assistant principals' perceptions of their professional learning experiences and learning needs in their role as middle leaders in Irish post-primary schools"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10019858> <http://purl.org/ontology/bibo/abstract> "This thesis explores Assistant Principals' perceptions of their professional learning and\nlearning experiences as Middle Leaders in Irish Post-primary schools. The purpose of the\nstudy is to gain insights into and an understanding of the key enablers and inhibitors of\nAssistant Principals' learning, an area hitherto ignored in the Irish education research context.\nThe study aims to contribute to the qualitative knowledge base on Assistant Principals'\nlearning and to inform Irish discourse and policy with regard to the continuing professional\ndevelopment of this group of educators in Irish post-primary schools.\nThe literature called upon is found within the fields of teacher professionalism, adult learning,\nand continuing professional development. It serves the dual purpose of shaping the data\ngenerated in the study and of providing a theoretical lens through which data are interrogated.\nUsing qualitative methodology, the empirical investigation is based on semi-structured\ninterviews with 21 Assistant Principals, incorporating the range of Irish post-primary schools,\nboth religious and state run, both genders and a range of experience in the role.\nWith regard to this area of professional learning, the findings are significant in that they have\ndisrupted a prevailing silence and have made overt issues hitherto neglected in the Irish\neducation context. They pose a range of challenges to our understanding of the complexity of\nAssistant Principals' learning. They highlight that Assistant Principals' learning is haphazard,\ntime-poor, emotionally charged and neglected both by themselves and the system. The roles\nof school culture, school leadership and emotions emerge as significant variables which\nimpact on Assistant Principals' learning.\nThe outcomes of the study are challenging for Assistant Principals as professional learners,\nfor their school communities as enablers and supporters of their learning and for those\ncharged locally and nationally with overseeing and developing a learning agenda for middle\nleadership in Irish post-primary schools."^^<http://www.w3.org/2001/XMLSchema#string> .
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