Implementation of staff development training funded by the D. D. Eisenhower Mathematics and Science Education Program in Mississippi school districts

Margaret Kragnes Sentif

Abstract

This study determined the relationship between teachers' perceptions of effectiveness of training activities funded through a federal program and the variables of training structure, administrative factors, incentives, and training components. In addition, the study investigated the relationship between these factors and the variables of teaching experience and grade level taught. Participants included 114 teachers in 18 public school districts in Mississippi who had taken part in a training activity in K-6 mathematics or science funded by the Eisenhower program. An original survey instrument was used for the study and administered in April 1996. This study found that there is a significant relationship between training effectiveness, defined as transfer of learning to classroom implementation, and the independent variables of training structure, administrative factors, incentives, and training components. A significant independent relationship was also found between training effectiveness and training components, the strongest indicator of which was the degree to which the training was of a hands-on nature. Furthermore, there were significant differences in the relationship between the criterion variable of training effectiveness and the independent variables according to both grades taught and the years of experience of the teachers. It was recommended that this topic be studied further with both public and private teachers and with consideration of the relationship between the topic of training and teachers' classroom implementation of training. The role of incentives were also recommended for a study which would include both participants and nonparticipants.