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ERIC Number: ED597727
Record Type: Non-Journal
Publication Date: 2016-Mar
Pages: 77
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
Teacher Perceptions of the Effectiveness of Professional Development Delivery Styles
Courtney, Matthew B.
Online Submission, Ed.D. Dissertation, University of the Cumberlands
One-hundred-thirty-one southeastern Kentucky public school teachers were surveyed with respect to their preferred mode of professional development. An ANOVA was conducted to determine if there was a difference in teacher perceptions among content related variables. That ANOVA showed no significant difference among the means for new instructional practices (M = 387), new classroom management strategies (M = 369.8), and new policies and procedures (M = 356.9), (F [2, 27]= 1.66, p > 0.05). A second ANOVA produced a statistically significant difference in teacher perceptions for the 10 modes of delivery, (F [9, 20] = 8.04, p < 0.05). Tukey's HSD tests were then used to make post-hoc, pairwise comparisons; those tests showed that teachers perceived teacher-led and teacher-driven modes of professional developments as best. A similar procedure determined that participants perceived trainers who were in similar job roles within their school to be more effective.
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky