Assessing School-Based Factors That Facilitate Teacher Professional Growth

Though staff development is a key factor in achieving school improvement, the efforts of building principals or district administrators in implementing growth activities for a tenured staff of teachers have often not been effective. Yet research indicates that teacher professional growth seems to occur within a school where the presence of certain factors has created a point of view that is conducive to change. These factors are associated with the relationship established between the principal and the teachers and the role assumed by the principal and the teachers. If the presence of these factors could be measured from the perspective of the teachers and the principal, the principal could work with the teachers to make adjustments in relationships and roles to facilitate growth and change.

Name thesis:degree_name

Educat.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Cameron, Jean Speer

• Education, Administration

Identifier

(UMI)AAI8623269

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69047