Fischbaugh, Rachel
(2017)
How are School Climate, Teacher Commitment, and Instruction Valued Through Teacher-Led Professional Development?
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Public schools, specifically teachers and administrators, have been under a high level of scrutiny and accountability. Administrators have been distributing more responsibility to teachers in an effort to build collaboration. One way to distribute leadership throughout a school is to ask teachers to develop and lead their own professional development activities. Traditionally, professional development activities are organized and led by school principals. However, recent research suggests that there is a direct relationship between teacher-led professional development and three important educational processes and outcomes: teacher commitment, school climate, and instruction (Hulpia, Devos, & Van Keer, 2010. The opportunity for teachers to play a role in determining and sharing instructional strategies to improve their school may be an especially significant foundation for educational improvement (Kilinc, 2014). This study of elementary school professional development and school improvement focused on answering the following questions: 1) Do teachers who participate actively in teacher-led professional development more positively evaluate school climate? 2) Do teachers who participate actively in teacher-led professional development report increased commitment? 3) Do teachers who participate teacher-led professional development engage more actively or extensively in instructional planning efforts?
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
25 September 2017 |
| Date Type: |
Publication |
| Defense Date: |
10 August 2017 |
| Approval Date: |
25 September 2017 |
| Submission Date: |
26 August 2017 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
73 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Distributed Leadership, School Climate, Teacher Commitment, Instruction, Teacher -Led Professional Development |
| Date Deposited: |
25 Sep 2017 18:12 |
| Last Modified: |
25 Sep 2017 18:12 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/33151 |
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