School leaders throughout the United States use various methods to create professional learning opportunities that lead to effective teaching practices. The purpose of my study is to evaluate the impact of stand-alone professional development on teacher self-efficacy of teachers who have attended or incorporated professional development in their learning environments. The context of this evaluation is elementary, middle, and high schools in the United States. My study demonstrates outcomes of a disconnect between instructional leaders and teachers in the perception of job-embedded professional development and its effect on teacher self-efficacy. My study also demonstrated an outcome that there is a need for all educators to understand job-embedded professional development.
","abstract_html":"<p>School leaders throughout the United States use various methods to create professional learning opportunities that lead to effective teaching practices. The purpose of my study is to evaluate the impact of stand-alone professional development on teacher self-efficacy of teachers who have attended or incorporated professional development in their learning environments. The context of this evaluation is elementary, middle, and high schools in the United States. My study demonstrates outcomes of a disconnect between instructional leaders and teachers in the perception of job-embedded professional development and its effect on teacher self-efficacy. My study also demonstrated an outcome that there is a need for all educators to understand job-embedded professional development. </p>","abstract_has_math":false,"creators":["Lucas, Ayana"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Edie Sohigian","Dr. Stefanie Shames","Dr. Carla Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-12-01T08:00:00Z","date_published":"2021-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["job-embedded professional development","self-efficacy","professional development","instructional coach","training","Other Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/624","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Edie Sohigian","Dr. Stefanie Shames","Dr. Carla Sparks"]},{"key":"dc:creator","label":"Author","values":["Lucas, Ayana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-02-15T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["job-embedded professional development","self-efficacy","professional development","instructional coach","training","Other Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/624"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["School leaders throughout the United States use various methods to create professional learning opportunities that lead to effective teaching practices. The purpose of my study is to evaluate the impact of stand-alone professional development on teacher self-efficacy of teachers who have attended or incorporated professional development in their learning environments. The context of this evaluation is elementary, middle, and high schools in the United States. My study demonstrates outcomes of a disconnect between instructional leaders and teachers in the perception of job-embedded professional development and its effect on teacher self-efficacy. My study also demonstrated an outcome that there is a need for all educators to understand job-embedded professional development.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Stand-alone Professional Development Versus Job-embedded Professional Development on Teacher Self-Efficacy: A Program Evaluation"]}]}],"canonical_facts":{"dc:contributor":["Dr. Edie Sohigian","Dr. Stefanie Shames","Dr. Carla Sparks"],"dc:creator":["Lucas, Ayana"],"dc:date.available":["2022-02-15T08:00:00Z"],"dc:description.abstract":["School leaders throughout the United States use various methods to create professional learning opportunities that lead to effective teaching practices. The purpose of my study is to evaluate the impact of stand-alone professional development on teacher self-efficacy of teachers who have attended or incorporated professional development in their learning environments. The context of this evaluation is elementary, middle, and high schools in the United States. My study demonstrates outcomes of a disconnect between instructional leaders and teachers in the perception of job-embedded professional development and its effect on teacher self-efficacy. My study also demonstrated an outcome that there is a need for all educators to understand job-embedded professional development.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/624"],"dc:subject":["job-embedded professional development","self-efficacy","professional development","instructional coach","training","Other Teacher Education and Professional Development"],"dc:title":["The Impact of Stand-alone Professional Development Versus Job-embedded Professional Development on Teacher Self-Efficacy: A Program Evaluation"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}