Professional development focused on classroom culture is often revered as an important component for building teachers’ skill sets. This study examined the current reality of professional development focused on classroom culture in Orange School District (OSD; a pseudonym). The participants in this study included administrators and teachers in OSD at all career stages. These participants participated in focus group interviews and surveys, respectively. The results of this study revealed that while professional development focused on classroom culture is revered as an important component for building teachers’ skill sets, it did not emerge as a focus in professional development experiences. Through the implementation of a professional development standards policy, an increased prioritization of professional development focused on classroom culture could have a far greater impact on the administrators, the teachers, and ultimately the students of OSD. Thus, a supportive classroom culture can be created and sustained and student success can be supported.
","abstract_html":"<p>Professional development focused on classroom culture is often revered as an important component for building teachers’ skill sets. This study examined the current reality of professional development focused on classroom culture in Orange School District (OSD; a pseudonym). The participants in this study included administrators and teachers in OSD at all career stages. These participants participated in focus group interviews and surveys, respectively. The results of this study revealed that while professional development focused on classroom culture is revered as an important component for building teachers’ skill sets, it did not emerge as a focus in professional development experiences. Through the implementation of a professional development standards policy, an increased prioritization of professional development focused on classroom culture could have a far greater impact on the administrators, the teachers, and ultimately the students of OSD. Thus, a supportive classroom culture can be created and sustained and student success can be supported.</p>","abstract_has_math":false,"creators":["Haase, Ken"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Harrington Gibson","Don Angelaccio"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-01T07:00:00Z","date_published":"2022-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["Classroom Culture","Professional Development","Educational Leadership","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/655","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Harrington Gibson","Don Angelaccio"]},{"key":"dc:creator","label":"Author","values":["Haase, Ken"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-05-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU 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":["Classroom Culture","Professional Development","Educational Leadership","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/655"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Professional development focused on classroom culture is often revered as an important component for building teachers’ skill sets. This study examined the current reality of professional development focused on classroom culture in Orange School District (OSD; a pseudonym). The participants in this study included administrators and teachers in OSD at all career stages. These participants participated in focus group interviews and surveys, respectively. The results of this study revealed that while professional development focused on classroom culture is revered as an important component for building teachers’ skill sets, it did not emerge as a focus in professional development experiences. Through the implementation of a professional development standards policy, an increased prioritization of professional development focused on classroom culture could have a far greater impact on the administrators, the teachers, and ultimately the students of OSD. Thus, a supportive classroom culture can be created and sustained and student success can be supported.
"]},{"key":"dc:title","label":"Title","values":["The Reality of Professional Development Focused on Classroom Culture"]}]}],"canonical_facts":{"dc:contributor":["Harrington Gibson","Don Angelaccio"],"dc:creator":["Haase, Ken"],"dc:date.available":["2025-05-03T07:00:00Z"],"dc:description.abstract":["Professional development focused on classroom culture is often revered as an important component for building teachers’ skill sets. This study examined the current reality of professional development focused on classroom culture in Orange School District (OSD; a pseudonym). The participants in this study included administrators and teachers in OSD at all career stages. These participants participated in focus group interviews and surveys, respectively. The results of this study revealed that while professional development focused on classroom culture is revered as an important component for building teachers’ skill sets, it did not emerge as a focus in professional development experiences. Through the implementation of a professional development standards policy, an increased prioritization of professional development focused on classroom culture could have a far greater impact on the administrators, the teachers, and ultimately the students of OSD. Thus, a supportive classroom culture can be created and sustained and student success can be supported.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/655"],"dc:subject":["Classroom Culture","Professional Development","Educational Leadership","Elementary Education"],"dc:title":["The Reality of Professional Development Focused on Classroom Culture"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}