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The Implementation, Efficacy, and Work Psychological Need Satisfaction of a Connecticut High School’s Teacher-Driven Professional Learning Model
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The Implementation, Efficacy, and Work Psychological Need Satisfaction of a Connecticut High School’s Teacher-Driven Professional Learning Model
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Dissertation
The Implementation, Efficacy, and Work Psychological Need Satisfaction of a Connecticut High School’s Teacher-Driven Professional Learning Model
2019
Overview
Professional development (PD) is an essential part of teacher growth. Using a case-based concurrent exploratory and confirmatory mixed-methods design, this study investigated what occurs when traditional structures of PD were supplanted with new teacher-driven models of staff development. This case study explored the implementation and efficacy of a teacher-driven learning model based on two types of PD: an on-site teacher-driven professional development (TD-PD) model that is developed and led by teachers in accordance with their self-determined needs and an off-site cooperative professional learning (CO-OP) model where teachers were provided hands on learning with teacher mentors in other educational organizations. The purpose of this case study was to find research on teacher-driven professional development, explore the components, perceptions, and impact of a school-based model of PD that is designed and led by teachers, describe the implementation processes and salient factors, and evaluate the significance of this model on teacher self-efficacy and Basic Psychological Need Satisfaction at Work (BPNSW). The findings indicate that after a yearlong TD-PD model, teachers showed a statistically significant increase in total self-efficacy. Teachers who performed the COOP indicated higher self-efficacy scores on four out of five items, however, when isolating the CO-OP variable, a descriptive statistical analysis indicated no significance for total self-efficacy or BPNSW. Inferential statistics indicate that the findings are not generalizable. Data derived from focus groups and interviews suggests an overall satisfaction with TD-PD, but a need for developing a clear vision for the future and a deeper culture of TD-PD.
Publisher
ProQuest Dissertations & Theses
ISBN
1392780896, 9781392780893
