The Impact of Stand-alone Professional Development Versus Job-embedded Professional Development on Teacher Self-Efficacy: A Program Evaluation

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2021

Author dc:creator

• Lucas, Ayana

Contributors dc:contributor

• Dr. Edie Sohigian
• Dr. Stefanie Shames
• Dr. Carla Sparks

• job-embedded professional development
• self-efficacy
• professional development
• instructional coach
• training
• Other Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/624

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1676