Electronic Theses and Dissertations

Identifier

6070

Date

2017

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Leadership and Policy Studies

Concentration

Leadership

Committee Chair

Charisse Gulosino

Committee Member

Reginald Leon Green

Committee Member

J Helen Green

Committee Member

Louis Franceschini

Abstract

The purpose of this study was to explore the relationship between educators' perceptions of the quality of Professional Development to which they have been exposed and the three outcomes related to school productivity, specifically teacher retention, job satisfaction, and student proficiency in basic skills. For that purpose, secondary data extracted from the 2013 administration of the Teaching, Empowering, Leading, and Learning Questionairre (TELL) were merged with pertinent school demographic information archived on the Tennessee Department of Education (TDOE) website.The results of the Hierarchial Multiple Regression indicated that the teacher- perceived quality of Professional Development appeared to make a substantial contribution to a teacher "staying" on the job. A second Hierarchial Multiple Regression showed that the teacher-perceived quality of Professional Development was linked to teahers' finding their school was a "good place to work and learn".Finaly after controlling the student demographic characteristics, a statistically significant association between teacher-perceived quality of Professional Development and students' basic skills proficiency was also observed, but proved to only slight regardless of school level, albeit larger at elementary than secondary institutions.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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