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Perceptions of Secondary School Teac...

Sherrod, Ginnie.

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Perceptions of Secondary School Teachers and Administrators on Effective Professional Development Programs.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Perceptions of Secondary School Teachers and Administrators on Effective Professional Development Programs./
Author:	Sherrod, Ginnie.
Description:	145 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617098
ISBN:	9781303842207

Perceptions of Secondary School Teachers and Administrators on Effective Professional Development Programs.
Sherrod, Ginnie.

Perceptions of Secondary School Teachers and Administrators on Effective Professional Development Programs. - 145 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

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.

ISBN: 9781303842207Subjects--Topical Terms:

1035576
Education, Leadership.

Perceptions of Secondary School Teachers and Administrators on Effective Professional Development Programs.
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020 $a 9781303842207
035 $a (MiAaPQ)AAI3617098
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100 1 $a Sherrod, Ginnie. $3 2099248
245 1 0 $a Perceptions of Secondary School Teachers and Administrators on Effective Professional Development Programs.
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Marilyn Cook.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a 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.
590 $a School code: 0543.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Secondary. $3 539262
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-08A(E).
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792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617098