Date of Award

Spring 5-11-2023

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Manuel Gonzalez, PhD

Committee Member

Danielle Edwards, PhD

Committee Member

Paul Garton, PhD

Keywords

professional development, release time, financial compensation, focus and format, implementation

Abstract

This quantitative study investigates the aspects of professional development that have the greatest impact on teachers’ perception of and implementation of professional learning. This study explores the extent to which release time and financial compensation influence teachers’ perceptions of the resources available to support their professional growth as well as the extent to which the format and focus of professional development impacts teachers’ perceptions of professional development relevancy. This archival study examines teacher-level data from the 2017-2018 National Teacher and Principal Survey conducted by the U.S. Department of Education. Data collected from 14,460 teachers across the nation was used for the purposes of this study.

A correlational analysis was used to investigate the relations between release time as well as financial compensation and high school teachers’ perception of professional development resource sufficiency; professional development focus areas as well as types of activities and high school teachers’ perception of professional development relevance; and teachers’ perceptions of resource sufficiency as well as relevancy and teacher incorporation of professional development within their respective classrooms. The results indicate that higher levels of release time and financial compensation result in greater teacher resource satisfaction. Likewise, the results indicate that collaborative professional learning opportunities as well as content area professional development result in higher levels of perceived PD relevancy. Finally, the results indicate that there is a positive relationship between teachers’ resource satisfaction and incorporation of professional development as well as teachers’ perception of professional development relevancy and incorporation of professional development.

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