NotesFAQContact Us
Search Tips
ERIC Number: ED556175
Record Type: Non-Journal
Publication Date: 2013
Pages: 96
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-6315-7
An Exploration into Teachers' Perceptions of Professional Development and the Influence on School Culture
Baiocco, Carol A.
ProQuest LLC, Ed.D. Dissertation, Concordia University Chicago
The rationale for this study occurred from a need for approaches to meaningful professional development that would have an effect on a teacher's desire to employ learned strategies. Exploring teachers' opinions and beliefs is important to understanding why professional development may or may not be successful. For this qualitative study, the opinions and perceptions from a sample of secondary English and science teachers were explored. Participants were identified within a large, urban public school district of forty schools in the northeastern part of the United States. The specific focus was teachers' perceptions concerning the influence of professional learning activities they participated in and the effect of the activities on developing their craft. Moreover, the study explored the ways in which the activities may or may not have created a more engaging classroom environment. The study further sought to understand the gaps between"what is" and "what can be" as it pertains to professional development. This study was a based on a Theory-to-Action Continuum. The need for the study was identified as new, complex federal, state, & local regulations continue to increase, educators' frustration continues to grow, and the demand to "do more with less" is changing the educational landscape. The research question: "How did professional development (PD) provided for English and Science teachers in literacy influence school culture?" was used to explore the opinions, beliefs, and perceptions of the study participants to potentially help administrators identify specific needs when developing professional development for change initiatives. Data collection occurred with one-on-one interviews of six participants, notes recorded during interviews and document review, and review of evaluation summaries from professional development grant evaluators. Data was collected from teachers in four high schools within a large district. The majority were veteran teachers with an average of 18 years experience in their current district. Key findings and recommendations included the sentiments that professional development energizes teachers. It helps to focus planning and did have an influence on school culture; however, it took a great deal of time for change to be seen. Major problems illuminated were teachers' feelings of a lack of follow through as well as a lack of administrator support. Limitations of the study included the use of purposeful sampling and volunteer respondents all being veteran teachers. Recommendations, based on the findings, included, articulation of change initiative, administrator's support, collaboration and time allotted to observe others. Participants felt these changes would create change in classroom practice and build capacity within the school or district. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A