This study investigates the impact of micro-credentials on educational administrators' professional growth and development. The study was guided by two research questions and one hypothesis. The study adopted the descriptive design. The study's population consists of 1589 teaching staff of the Rivers State University. A sample size of 477 teachers, representing 30% of the study population was determined using the simple random sampling technique. The instrument for data collection was a questionnaire named "Investigating the Impact of Micro-credentials on Educational Administrators' Professional Growth and Development Questionnaire (IIMEAPGDQ)” respectively which was developed by the researcher. The questionnaire consisted of three sections. The questionnaire was validated through the researchers’ supervisor and other expert reviews and the reliability was established using Cronbach's Alpha (α = 0.75). The reliability and validity of the instruments used were also evaluated to ensure consistent and accurate measurement. Data was analyzed using descriptive statistics, such as mean, and standard deviation to answer the research questions while the inferential statistics of the Independent t-test were used to test the hypotheses at a 0.05 level of significance which means that any results with a p-value less than 0.05 were considered statistically significant, with the aid of SPSS Version 26.0. The findings revealed that micro-credentials positively impact educational administrators' professional growth and development. The study concluded that micro-credentials enhance administrators' professional competence, job performance, and career prospects. Based on the findings, it was recommended among others that institutions should prioritize the integration of micro-credentials into their professional development programs, leveraging their potential to enhance educational administrators' skills and expertise
