Date of Award

2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

Free, public education is a foundation of this countrys democracy. Improving levels of student achievement is a critical aspiration to the development of a citizenry that is competitive in future global markets. This study was created with the intent of determining if traditional formats used for professional development have an impact on student and school performance levels. Instinctively, education leaders recognize the value of strong and relevant professional development. However, accessibility to and funding for effective professional development may elude schools facing fiscal or geographic confines. This study set forth to determine, if improved student achievement is the ultimate goal, is there a delivery model that can be attributed to the intended results? A quantitative study was used to discover if a relationship existed between teachers professional development experiences and student achievement levels. A survey was utilized seeking information regarding the type of professional development in which the teachers had engaged, the impact level said professional development had on their instruction, and the broad topics typically found in the professional development events. Teachers were also asked to gauge the level of impact the topics may or may not have had on their instruction. While the results did not reflect a significant relationship between the type or format of professional development and student achievement levels, the descriptive data offered interesting information for educational leaders planning professional development activities. The study disaggregated the results of high and low achieving schools and high and low poverty schools. Several areas of differing results between the disaggregated groups may offer insight when attempting to meet the needs of the professional staff in similar schools. The results of this study may open the door to future studies searching for appropriate models for professional development. Planning professional growth opportunities based on teachers expressed needs and aligned to specific demographic dynamics may result in a greater level of impact on teaching and student achievement. These efforts by educational leaders require much greater forethought and work to ensure appropriate models of professional development are available to meet the needs of the instructional staff.

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