An Investigation of the Relationships of Teacher Professional Development, Teacher Job Satisfaction, and Teacher Working Conditions

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

School of Education

Year dc:date.available

2011

Author dc:creator

• Meagher, Thomas

• Adult Learning
• Characteristics of Professional Development
• Teacher Job Satisfaction
• Teacher Professional Development
• Teacher Working Conditions
• Secondary Education and Teaching

Repository record dc:identifier

https://ecommons.luc.edu/luc_diss/68

OAI identifier oai:identifier

oai:ecommons.luc.edu:luc_diss-1067