Title

A Study of the Relationship Between Teacher Perceived Staff Development Needs and Type of School District, School District Size, Level of Assignment, and Teaching Experience

Date of Award

1987

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and School Counseling

First Advisor

Edgar H. Bedenbaugh

Advisor Department

Educational Leadership and School Counseling

Abstract

The purpose of this study was to determine the perceived level of staff development needs of teachers in selected public schools in Mississippi. The research was also designed to measure the relationship of staff development needs of teachers and the type of school district, levels of assignment, school district size and teaching experience. Subjects consisted of the population of classroom teachers in two municipal school districts, two county unit school districts, and two consolidated school districts. The 500 teachers who comprised the sample were requested to respond to the Staff Development Needs Assessment for Effective Schools Instrument. This instrument measured the perceived staff development needs of teachers as related to each of the 15 competencies as stated by the Mississippi State Department of Education (1985). Five hypotheses were tested using multiple linear regression. Hypotheses 1 and 5 were accepted. Hypothesis 2 was accepted for competencies 5, 10, 11, and 12. Hypothesis 3 was accepted for competency 8. All other hypotheses were rejected. The following conclusions were drawn: (1) There was a significant composite relationship between each of the criterion variables of teacher perceived staff development needs and the combined set of predictor variables. (2) The predictor variable, type of school district, was significant in the areas of techniques, classroom organization, enthusiasm for subject taught, and helping pupils gain a positive self-concept. (3) There was a significant relationship between the predictor variable, level of assignment, in the area of reinforcing and encouraging pupil performance. (4) There was not a significant independent relationship between each of the criterion variables of teacher perceived staff development needs and size of school district. (5) There was a significant independent relationship between each of the criterion variables of teacher perceived staff development needs and teaching experience.