Teacher Perceptions of School-Based and District Professional Development

<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>

Name thesis:degree_name

Doctor of Education in Teacher Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2017

Author dc:creator

• Kennedy, Ashley

Contributors dc:contributor

• Dr. Megan Adams
• Dr. Susan Stockdale

• teacher perceptions
• professional development
• school-based and district professional learning
• professional learning communities
• Educational Leadership

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:teachleaddoc_etd-1018