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ERIC Number: ED519125
Record Type: Non-Journal
Publication Date: 2010
Pages: 278
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-9355-0
Examining Professional Development at the Organizational Level through the Lens of Teachers and Administrators
Kelsey, Lori
ProQuest LLC, Ed.D. Dissertation, University of San Diego and San Diego State University
The purpose of this evaluative case study was to explore teachers' and administrators' perceptions of the organizational capacity during an initial implementation of a systemic change in professional development at a K-8 school. Educational reform acts such as the No Child Left Behind Act of 2002 pressure public school systems to increase student achievement. School district personnel abide by making systemic changes in professional development. For organizations to make such systemic changes, first the culture must change. In an era of ongoing educational reform, it remains important to continually build upon the evidentiary body of literature so that the nation's students will potentially benefit from the highest quality of instruction provided by teachers working within a system of highly developed organizational capacity. Through application of Guskey's evaluation model, the researcher employed a mixed methodology approach that examined the following five critical aspects of organizational capacity: school vision and leadership, collective commitment and cultural norms, knowledge or access to knowledge, organizational structure and management, and resources. Data collection of the purposeful sample occurred in three phases and included a two-part teacher participant survey, teacher focus group interviews, and administrator semi-structured interviews. Key findings emerged from cross case and within case data analysis. These key findings emphasized that perceptions of collective commitment and cultural norms may potentially influence other critical aspects of organizational capacity and therefore may potentially increase or decrease the complexities of systemic change during the initial implementation of a professional development program Recommendations for future research include studies designed to explore the collective commitment and cultural norms of successful local schools within the context of systems that sustain a continuous cycle of learning. Recommendations for future practice include assessing collective commitment and cultural norms prior to systemic change and during the life of a program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Elementary Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001