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ERIC Number: ED563527
Record Type: Non-Journal
Publication Date: 2013
Pages: 101
Abstractor: As Provided
ISBN: 978-1-3035-2590-2
Teachers' Perceptions of the Relevance and Usefulness of Professional Development
Shoemaker, Susan F.
ProQuest LLC, Ph.D. Dissertation, Keiser University
The purpose of this qualitative, phenomenological study was to investigate, through interviews, secondary teachers' perceptions of the level of the value, applicability, and implementation of skills learned within professional development offerings in the targeted school district. Non-probability, stratified, purposeful sampling was utilized to enlist secondary teachers as participants within the ABC school district. The principal research question in this study was: What are secondary teachers' perceptions of the value, relevance, and implementation of the strategies learned in professional development opportunities offered in this district? There were many common characteristics of professional development reported as effective as well as those perceived as ineffective. In most of the situations discussed, administrators did not check to see if the teachers were implementing the information or strategies. Recommendations comprise planning professional development to include qualified facilitators with recent classroom experience; presentations with opportunities to observe modeled implementation and practice strategies; options for teachers to choose which trainings to attend; current information that is supported by research and evaluated by student achievement data; and accountability implementation of new skills and strategies to ensure use and fidelity of implementation. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A