NotesFAQContact Us
Search Tips
ERIC Number: ED568276
Record Type: Non-Journal
Publication Date: 2014
Pages: 145
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-4220-7
Perceptions of Secondary School Teachers and Administrators on Effective Professional Development Programs
Sherrod, Ginnie
ProQuest LLC, Ed.D. Dissertation, Walden University
Effective professional development programs have been linked with rigorous state standards and district school improvement goals. Despite efforts of local districts to meet state standards and district school improvement goals, there has been limited research at the local level that has compared administrators' and teachers' perceptions of features of professional development programs necessary to meet the needs of individual teachers. The purpose of this study was to examine the perceptions of secondary school teachers and administrators on components of effective professional development programs. Guided by Tallerico's professional development theories, the research questions examined 33 teachers' and 22 administrators' perceptions on teachers' reaction, teachers' learning, organizational support, student outcomes, and teachers' use of knowledge and skills. Data collection involved a modified 25 statement survey consisting of 5 levels with 5 questions in each level, and descriptive analysis identified the most important characteristics perceived by teachers and administrators. A 2-group multivariate analysis of variance (MANOVA) was conducted to determine if statistically significant differences existed between teachers and administrators on the 5 subscales of the survey. The results revealed that teachers scored significantly lower than administrators on the teachers' use of knowledge and skills, requiring teachers to complete post interviews with administrators, but did not differ on the remaining 4 subscales. This study impacts social change by indicating a need to examine individualized professional development programs, giving expectations from both groups, and providing local policy makers information on teachers' perceptions on effective professional development programs. [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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A