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Access Type
WSU Access
Date of Award
January 2023
Degree Type
Dissertation
Degree Name
Ed.D.
Department
Educational Leadership and Policy
First Advisor
Ben Pogodzinski
Abstract
This study examines teacher professional development as part of the required K-12 continuous school improvement process. Through semi-structured, open-ended interviews and data (school improvement plans, PD agendas), this qualitative case drew from organizational theory to identify and describe information to better understand the role teacher professional development takes in the continuous school improvement process, the barriers to the implementation of effective teacher professional development, and how principals assess the effectiveness of teacher professional development. Findings indicate that principals desire to support their schools for student success and teacher support in an educational environment that is conducive to learning. Continuous school improvement included a balance of dedicated commitment from principals, reform compliance, utilizing data in decision-making, and human emotion to navigate and continuously assess effective teacher professional development.
Recommended Citation
Gillon, Lisa, "Teacher Professional Development In K-12 Schools: A School Leader’s Perspective" (2023). Wayne State University Dissertations. 3946.
https://digitalcommons.wayne.edu/oa_dissertations/3946