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Perception, Practice, and Reality: Implementing Effective Professional Development Structures in K-12 School Systems

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Bibliographic Details
Title: Perception, Practice, and Reality: Implementing Effective Professional Development Structures in K-12 School Systems
Language: English
Authors: Leslie T. Watts, Rebecca M. Howell, Taylor C. Lauck
Source: ProQuest LLC. 2024Ed.D. Dissertation, Morehead State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 162
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Descriptors: Professional Development, Faculty Development, School Administration, School Districts, Educational Administration, Administrator Attitudes, Teacher Attitudes, Self Efficacy, Program Effectiveness, Program Evaluation, Elementary Secondary Education
ISSN: 3823-1654
ISBN: 979-83-8231-654-3
Abstract: This capstone project investigates professional development perceptions from the lens of three different participant groups: district administrators, school administrators, and teachers. A literature review identifies PD changes, legislative mandates, and the roles each must play to support teacher growth. The mixed-methods study assesses the perceptions of PD and how it supports teacher efficacy. The research informs three groups' perceptions of PD and its effectiveness in practice. The project concludes by evaluating the effectiveness of PD and offering recommendations for future research. This capstone contributes valuable insights for educators, administrators, and policymakers aiming to enhance professional learning opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31240706
Accession Number: ED651990
Database: ERIC
Description
Abstract:This capstone project investigates professional development perceptions from the lens of three different participant groups: district administrators, school administrators, and teachers. A literature review identifies PD changes, legislative mandates, and the roles each must play to support teacher growth. The mixed-methods study assesses the perceptions of PD and how it supports teacher efficacy. The research informs three groups' perceptions of PD and its effectiveness in practice. The project concludes by evaluating the effectiveness of PD and offering recommendations for future research. This capstone contributes valuable insights for educators, administrators, and policymakers aiming to enhance professional learning opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-83-8231-654-3
ISSN:3823-1654