Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the instructional needs of students, and taking ownership of their professional development goals, understanding teacher perceptions of school-based and district level professional development is critical. The purpose of this study was to investigate how K-12 teachers perceive school-based and district professional development. This study aimed to answer three questions: How do teachers perceive school-based and district professional development? What types of professional development experiences do teachers find effective? Do recent professional development experiences influence how teachers collaborate with other teachers? The researcher hopes that schools and districts will consider relevant, job-embedded, and sustainable professional development options based on the information found and reported in this case study.
","abstract_html":"<p>Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the instructional needs of students, and taking ownership of their professional development goals, understanding teacher perceptions of school-based and district level professional development is critical. The purpose of this study was to investigate how K-12 teachers perceive school-based and district professional development. This study aimed to answer three questions: How do teachers perceive school-based and district professional development? What types of professional development experiences do teachers find effective? Do recent professional development experiences influence how teachers collaborate with other teachers? The researcher hopes that schools and districts will consider relevant, job-embedded, and sustainable professional development options based on the information found and reported in this case study. </p>","abstract_has_math":false,"creators":["Kennedy, Ashley"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Megan Adams","Dr. Susan Stockdale"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-10-24T07:00:00Z","date_published":"2017-10-24T07:00:00Z","updated_at":"2026-07-24T02:43:17Z","subjects":["teacher perceptions","professional development","school-based and district professional learning","professional learning communities","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Megan Adams","Dr. Susan Stockdale"]},{"key":"dc:creator","label":"Author","values":["Kennedy, Ashley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-11-26T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher perceptions","professional development","school-based and district professional learning","professional learning communities","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the instructional needs of students, and taking ownership of their professional development goals, understanding teacher perceptions of school-based and district level professional development is critical. The purpose of this study was to investigate how K-12 teachers perceive school-based and district professional development. This study aimed to answer three questions: How do teachers perceive school-based and district professional development? What types of professional development experiences do teachers find effective? Do recent professional development experiences influence how teachers collaborate with other teachers? The researcher hopes that schools and districts will consider relevant, job-embedded, and sustainable professional development options based on the information found and reported in this case study.
"]},{"key":"dc:title","label":"Title","values":["Teacher Perceptions of School-Based and District Professional Development"]}]}],"canonical_facts":{"dc:contributor":["Dr. Megan Adams","Dr. Susan Stockdale"],"dc:creator":["Kennedy, Ashley"],"dc:date.available":["2017-11-26T08:00:00Z"],"dc:description.abstract":["Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the instructional needs of students, and taking ownership of their professional development goals, understanding teacher perceptions of school-based and district level professional development is critical. The purpose of this study was to investigate how K-12 teachers perceive school-based and district professional development. This study aimed to answer three questions: How do teachers perceive school-based and district professional development? What types of professional development experiences do teachers find effective? Do recent professional development experiences influence how teachers collaborate with other teachers? The researcher hopes that schools and districts will consider relevant, job-embedded, and sustainable professional development options based on the information found and reported in this case study.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17"],"dc:subject":["teacher perceptions","professional development","school-based and district professional learning","professional learning communities","Educational Leadership"],"dc:title":["Teacher Perceptions of School-Based and District Professional Development"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:17Z"}