The purpose of this quantitative study was to examine PK-12 teacher perceptions of an individual professional learning plan (PLP). Specifically, the researcher examined the perceived benefits of the PLP as well as the whether the PLP helped focus teacher learning. Additionally, the researcher examined teacher perceptions of learning activities within the context of the PLP, teacher intent to implement new learning, and perceived impact on teaching practice. Participants in this study were teachers from 16 schools in a single eastern Tennessee school district. All data were collected using an online survey distributed to 525 teachers resulting in a 44% return rate with 238 respondents. Data collected from 24 survey questions measured on a 4-point Likert-type scale were analyzed using single sample t tests.
Findings indicate that regardless of level of experience or grade level taught teachers have significantly positive perceptions of PLPs as well as the associated PD activities. Findings also indicate teachers have significant perceptions of the application of their learning and significant perceived impact from PD within PLPs.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4270 |
| Date | 01 May 2016 |
| Creators | Ripley, Jerry W |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
Page generated in 0.0015 seconds