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Full-Text Articles in Education
Career Technical And Agricultural Education Teachers In Rural Schools: Perceptions Of Leadership Abilities, Professional Support, And Overall Job Satisfaction Following Participation In A Teacher Leadership Professional Learning Community, Tasia Ellis
Dissertations
Career Technical Education (CTE), including Career Technical Agricultural Education (CTAE) in Georgia, are experiencing difficulty retaining quality teachers. This problem is exacerbated in rural communities, which have a smaller workforce pool and fewer nearby colleges to certify CTE/CTAE teachers (Morton, 2021). A potential solution to offset teacher retention concerns is teacher leadership. When teachers are given opportunities to take on leadership roles, they are likely to feel more valued and experience increased self-efficacy and perceptions of ability (Katzenmeyer & Moller, 2009). The purpose of this phenomenographic study was to examine whether a teacher leadership Professional Learning Community (PLC) enhanced teachers' …
Teacher Perceptions Of Collaborative Practices In A Rural High School Setting: Case Study, Leah Slimp
Teacher Perceptions Of Collaborative Practices In A Rural High School Setting: Case Study, Leah Slimp
Doctor of Education in Teacher Leadership Dissertations
The purpose of the qualitative case study was to investigate how teachers in a rural high school setting perceived collaborative practices. The case study examined and analyzed the outcomes of teachers’ learning through a personal connection to professional growth through weekly collaborative planning meetings and professional learning communities. Four collaborative groups of SPED and general education teachers from Geometry, 9th Grade Literature, and Biology, and U.S. History within Rural High School originally were asked to participate in the study. The study concluded with participants in the content areas from Geometry, 9th Grade Literature, and Biology. A total of …
Teacher Perceptions Of School-Based And District Professional Development, Ashley Kennedy
Teacher Perceptions Of School-Based And District Professional Development, Ashley Kennedy
Doctor of Education in Teacher Leadership Dissertations
Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the instructional needs of students, and taking ownership of their professional development goals, understanding teacher perceptions of school-based and district level professional development is critical. The purpose of this study was to investigate how K-12 teachers perceive school-based and district professional development. This study aimed to answer three questions: How do teachers perceive school-based and district professional development? What types of professional development experiences do teachers find effective? Do recent professional development experiences influence how teachers collaborate …