Demands to changes of instruction for mathematics classrooms are presented in
standards promoted by the National Council of Teachers of Mathematics, Illinois State
Board of Education and other government reports creates a demand for teacher
professional development to support teachers to adapt to these changes of instruction.
The overall purpose of this study investigated characteristics of effective professional
development and how those characteristics are associated with teacher job satisfaction
and teacher working conditions. With the completion of this dissertation, this study adds
to the literature relevant to teacher professional development by demonstrating an
association between teacher professional development and teacher working conditions.
This non-experimental quantitative study examined 23 lists of characteristics of
professional development to provide designers of professional development programs the
frequency that specific characteristics were mentioned on the 23 lists. Also, this study
administered a Likert scale questionnaire to secondary mathematics teachers to measure
the teachers' perception of the three variables: teacher professional development, teacher
job satisfaction, and teacher working conditions. The completed questionnaires were used
to calculate measures of the three variables and these measures were used to calculate
Pearson correlation coefficients. Ultimately, tests of correlations were conducted with
the Pearson correlation coefficients to measure the associations between the three
variables. Four research questions relating to these associations were created that guided
the details of this quantitative study.
The results of the data analysis revealed a statistically significant association
between teacher professional development and teacher working conditions. Also, the
results of a second test of correlation revealed that the association between teacher
professional development and teacher job satisfaction was not significant.
","abstract_html":"<p>Demands to changes of instruction for mathematics classrooms are presented in</p><p>standards promoted by the National Council of Teachers of Mathematics, Illinois State</p><p>Board of Education and other government reports creates a demand for teacher</p><p>professional development to support teachers to adapt to these changes of instruction.</p><p>The overall purpose of this study investigated characteristics of effective professional</p><p>development and how those characteristics are associated with teacher job satisfaction</p><p>and teacher working conditions. With the completion of this dissertation, this study adds</p><p>to the literature relevant to teacher professional development by demonstrating an</p><p>association between teacher professional development and teacher working conditions.</p><p>This non-experimental quantitative study examined 23 lists of characteristics of</p><p>professional development to provide designers of professional development programs the</p><p>frequency that specific characteristics were mentioned on the 23 lists. Also, this study</p><p>administered a Likert scale questionnaire to secondary mathematics teachers to measure</p><p>the teachers' perception of the three variables: teacher professional development, teacher</p><p>job satisfaction, and teacher working conditions. The completed questionnaires were used</p><p>to calculate measures of the three variables and these measures were used to calculate</p><p>Pearson correlation coefficients. Ultimately, tests of correlations were conducted with</p><p>the Pearson correlation coefficients to measure the associations between the three</p><p>variables. Four research questions relating to these associations were created that guided</p><p>the details of this quantitative study.</p><p>The results of the data analysis revealed a statistically significant association</p><p>between teacher professional development and teacher working conditions. Also, the</p><p>results of a second test of correlation revealed that the association between teacher</p><p>professional development and teacher job satisfaction was not significant.</p>","abstract_has_math":false,"creators":["Meagher, Thomas"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"School of Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:54:59Z","subjects":["Adult Learning","Characteristics of Professional Development","Teacher Job Satisfaction","Teacher Professional Development","Teacher Working Conditions","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/68","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Meagher, Thomas"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:07:30Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult Learning","Characteristics of Professional Development","Teacher Job Satisfaction","Teacher Professional Development","Teacher Working Conditions","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/68"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Demands to changes of instruction for mathematics classrooms are presented in
standards promoted by the National Council of Teachers of Mathematics, Illinois State
Board of Education and other government reports creates a demand for teacher
professional development to support teachers to adapt to these changes of instruction.
The overall purpose of this study investigated characteristics of effective professional
development and how those characteristics are associated with teacher job satisfaction
and teacher working conditions. With the completion of this dissertation, this study adds
to the literature relevant to teacher professional development by demonstrating an
association between teacher professional development and teacher working conditions.
This non-experimental quantitative study examined 23 lists of characteristics of
professional development to provide designers of professional development programs the
frequency that specific characteristics were mentioned on the 23 lists. Also, this study
administered a Likert scale questionnaire to secondary mathematics teachers to measure
the teachers' perception of the three variables: teacher professional development, teacher
job satisfaction, and teacher working conditions. The completed questionnaires were used
to calculate measures of the three variables and these measures were used to calculate
Pearson correlation coefficients. Ultimately, tests of correlations were conducted with
the Pearson correlation coefficients to measure the associations between the three
variables. Four research questions relating to these associations were created that guided
the details of this quantitative study.
The results of the data analysis revealed a statistically significant association
between teacher professional development and teacher working conditions. Also, the
results of a second test of correlation revealed that the association between teacher
professional development and teacher job satisfaction was not significant.
"]},{"key":"dc:title","label":"Title","values":["An Investigation of the Relationships of Teacher Professional Development, Teacher Job Satisfaction, and Teacher Working Conditions"]}]}],"canonical_facts":{"dc:creator":["Meagher, Thomas"],"dc:date.available":["2016-03-31T17:07:30Z"],"dc:description.abstract":["Demands to changes of instruction for mathematics classrooms are presented in
standards promoted by the National Council of Teachers of Mathematics, Illinois State
Board of Education and other government reports creates a demand for teacher
professional development to support teachers to adapt to these changes of instruction.
The overall purpose of this study investigated characteristics of effective professional
development and how those characteristics are associated with teacher job satisfaction
and teacher working conditions. With the completion of this dissertation, this study adds
to the literature relevant to teacher professional development by demonstrating an
association between teacher professional development and teacher working conditions.
This non-experimental quantitative study examined 23 lists of characteristics of
professional development to provide designers of professional development programs the
frequency that specific characteristics were mentioned on the 23 lists. Also, this study
administered a Likert scale questionnaire to secondary mathematics teachers to measure
the teachers' perception of the three variables: teacher professional development, teacher
job satisfaction, and teacher working conditions. The completed questionnaires were used
to calculate measures of the three variables and these measures were used to calculate
Pearson correlation coefficients. Ultimately, tests of correlations were conducted with
the Pearson correlation coefficients to measure the associations between the three
variables. Four research questions relating to these associations were created that guided
the details of this quantitative study.
The results of the data analysis revealed a statistically significant association
between teacher professional development and teacher working conditions. Also, the
results of a second test of correlation revealed that the association between teacher
professional development and teacher job satisfaction was not significant.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/68"],"dc:subject":["Adult Learning","Characteristics of Professional Development","Teacher Job Satisfaction","Teacher Professional Development","Teacher Working Conditions","Secondary Education and Teaching"],"dc:title":["An Investigation of the Relationships of Teacher Professional Development, Teacher Job Satisfaction, and Teacher Working Conditions"],"thesis:degree_discipline":["School of Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:54:59Z"}