Career development can be discussed in two primary ways: 1) as a type of formal education and job preparation that a person receives; and 2) as a type of informal learning-related career experiences that a person encounters. This study investigates the effect of learning preparedness on female school administrators’ career development. For the data analysis, this study uses the Structural Equation Modeling statistics. The findings from the analysis support the view that tacit learning from both direct and indirect job experiences has a greater effect on women’s career development than formal learning. The effect of these factors, however, varies according to women’s aspirations for superintendency.

This study investigates the factors that hinder the professional development of cultural personnel in Poland despite their participation in skills training. The analysis was based on research carried out among cultural personnel in the Pomeranian Voivodeship in the second half of 2021, in collaboration with the Baltic Sea Cultural Centre in Gdańsk. Through a sociological lens, this study examines the narratives of cultural sector employees who report that skills training fails to yield the expected outcomes such as career advancement or improved organisational functioning. This study explores the reasons behind the negative outcomes of lowefficiency skills training, such as reduced job satisfaction, demotivation, and the desire to leave the cultural sector. The analysis is contextualised within the critical description of the Polish cultural sector’s conditions over the past few decades, focusing on employee hiring practices. This study highlights the systemic problem of limited professionalisation in the cultural sector in relation to skills training.