Degree Date
12-2021
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Edie Sohigian
Second Advisor
Dr. Stefanie Shames
Third Advisor
Dr. Carla Sparks
Abstract
School leaders throughout the United States use various methods to create professional learning opportunities that lead to effective teaching practices. The purpose of my study is to evaluate the impact of stand-alone professional development on teacher self-efficacy of teachers who have attended or incorporated professional development in their learning environments. The context of this evaluation is elementary, middle, and high schools in the United States. My study demonstrates outcomes of a disconnect between instructional leaders and teachers in the perception of job-embedded professional development and its effect on teacher self-efficacy. My study also demonstrated an outcome that there is a need for all educators to understand job-embedded professional development.
Recommended Citation
Lucas, Ayana, "The Impact of Stand-alone Professional Development Versus Job-embedded Professional Development on Teacher Self-Efficacy: A Program Evaluation" (2021). Dissertations. 624.
https://digitalcommons.nl.edu/diss/624