Dissertation Defense Announcement
The College of Education announces the final dissertation defense of
Trainer B. Kern
for the degree of Doctor of Education
April 5, 2016 at 9:30am in 405 Ball Hall
Major Advisor: Beverly Cross, PhD
An Investigation of the Relationship between Elementary Teachers’ Assessment of the Quality and Need for Professional Development, the Level of Teacher Self-Efficacy Evidenced by Faculty and Student Achievement Outcomes Measured School-Wide
ABSTRACT:
Despite the vast existing body of research on professional development and student
achievement, little is known about how teachers’ perceptions of professional development
relate to other aspects of their classroom effectiveness. This research attempted
to link elementary teachers’ assessment of the quality of professional development,
need for professional development, and collective teacher efficacy with student achievement
at their school. This research also examined the possible influence that teachers’
number of years of experience, and their staying or leaving the teaching profession,
have on their perceptions in relationship to student achievement. This quantitative
study used secondary data analysis from the Measures of Effective Teaching (MET) Working
Condition Survey and state achievements tests (2009-2010). The correlation with individual
and school-level outcomes showed quality of professional development and collective
teacher efficacy as the strongest relationship, though teachers’ perceptions at the
school level were linked with student achievement. When teachers were placed in subgroups
based on years of teaching and professional development impact on student learning,
correlations between quality of professional development scale means, sum of professional
development needs, and collective faculty’s efficacy means were statically significant
in each subgroup. However, using the Fisher r to z transformation, tests of the difference
between two independent variables showed no strength in their relationships. Finally,
in terms of their students’ achievement, elementary teachers who remained at their
schools outperformed teachers who chose to leave the profession. Future research should
focus on which specific types of professional development are essential to classroom
teachers’ needs.