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ERIC Number: ED528545
Record Type: Non-Journal
Publication Date: 2009
Pages: 216
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1094-9503-4
ISSN: N/A
Job-Embedded Professional Development: Reducing Teacher Isolation by Enacting Social Change
Frank, K.
ProQuest LLC, Ed.D. Dissertation, Walden University
Teacher isolation and burn-out are problems which contribute to high rates of teacher attrition and require school districts to hire new teachers each year and start anew with professional development. The purpose of this qualitative case study was to investigate whether peer coaching and mentoring programs had an effect on this problem by researching the question: What are teachers' perceptions of peer coaching and mentoring programs? Using principles of constructivist theory as a frame of reference, the study examined 18 participants of peer coaching and/or mentoring programs who completed focus group and individual interviews and submitted copies of reflective journals and classroom observations. Data from the interviews, journals, and observations were manually coded for patterns and themes relevant to the research question and then triangulated to ensure reliability and validity. Findings indicated that peer coaching and mentoring programs provided teachers with support, increased professionalism, and were meaningful to participants when they were relevant to their teaching assignments. Participants reported feeling more knowledgeable as educators and more likely to stay at the research site because of their involvement in the programs. Recommendations included dissemination of findings and an implementation plan to schools both inside and outside the research district and a focus on meeting the needs of non-traditional teachers involved in peer coaching and mentoring programs. Implications for social change include the need for schools to provide teachers with peer coaching and mentoring programs that decrease isolation and increase professionalism if they want to retain quality, experienced professionals who can meet their students' needs in the classroom. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A