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Leadership Enhancement and Change: A...

McInnes, Theresa Regina,

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Leadership Enhancement and Change: A Qualitative Exploratory Case Study on Administrators', Teachers', and Instructional Coaches' Perceptions of Professional Development /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Leadership Enhancement and Change: A Qualitative Exploratory Case Study on Administrators', Teachers', and Instructional Coaches' Perceptions of Professional Development // Theresa Regina McInnes.
Author:	McInnes, Theresa Regina,
Description:	1 electronic resource (167 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-08, Section: A.
Contained By:	Dissertations Abstracts International86-08A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31839732
ISBN:	9798302873484

Leadership Enhancement and Change: A Qualitative Exploratory Case Study on Administrators', Teachers', and Instructional Coaches' Perceptions of Professional Development /
McInnes, Theresa Regina,

Leadership Enhancement and Change: A Qualitative Exploratory Case Study on Administrators', Teachers', and Instructional Coaches' Perceptions of Professional Development /Theresa Regina McInnes. - 1 electronic resource (167 pages)

Source: Dissertations Abstracts International, Volume: 86-08, Section: A.

Central to boosting teacher effectiveness is professional development aimed at supplying educators with the skill and knowledge necessary to provide relevant and impactful instruction. The problem is the professional development opportunities offered by leadership to teachers are not translating into measurable improvements in student outcomes. The purpose of this qualitative case study was to explore the perceptions of school administrators, teachers, and instructional coaches in the elementary and secondary schools of a school district in northern Utah regarding professional development opportunities. A gap exists in the literature between professional development and implementing acquired skills and knowledge in classroom practices. This qualitative exploratory case study was grounded in the frameworks of emotional intelligence theory and transformational leadership theory. Two research questions were used to investigate administrators', teachers', and instructional coaches' perceptions of the professional development currently offered to them. A sample of nine administrators, four teachers, and three instructional coaches were used from the elementary and secondary schools of a school district in northern Utah. Semi structured interviews were conducted and transcribed for data analysis using MAXQDA software. Results from this study provide insights into any mitigating factors that may be preventing knowledge from professional development transferring into classroom practices.

English

ISBN: 9798302873484Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Professional development

Leadership Enhancement and Change: A Qualitative Exploratory Case Study on Administrators', Teachers', and Instructional Coaches' Perceptions of Professional Development /
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