Date of Award
Summer 8-2014
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership and School Counseling
Committee Chair
David Lee
Committee Chair Department
Educational Leadership and School Counseling
Committee Member 2
Thelma Roberson
Committee Member 2 Department
Educational Leadership and School Counseling
Committee Member 3
Leslie Locke
Committee Member 3 Department
Educational Leadership and School Counseling
Committee Member 4
James T. Johnson
Abstract
This study was designed to investigate the professional development practices of public schools in Mississippi. More specifically, the causal comparative design sought to discover if there were differences in professional development practices between low-performing public schools in Mississippi and high-performing public schools in Mississippi. For the purposes of this study, high-performing schools were classified A or B and low-performing schools were classified D or F by the Mississippi Department of Education. Classifications were based on student performance measures from the statewide testing system for the 2012-2013 school year.
The review of literature guided the examination of differences in perceived value placed on professional development, perceived delivery of professional development, perceived follow-up of professional development, perceived collaborative process of professional development, perceived duration of professional development, and perceived integration of data into professional development. Data were obtained through survey methodology with survey instruments completed by principals and certified teachers employed in the 2013-2014 school year. The instruments were distributed to educators in both low-performing public schools in Mississippi and high-performing public schools in Mississippi.
The results of this study revealed a statistically significant difference in the perceived collaborative process of professional development between teachers and principals of low-performing public schools in Mississippi and high-performing public schools in Mississippi. Furthermore, the results of this study also revealed a statistically significant difference in the perceived integration of data into professional development between teachers and principals of low-performing public schools in Mississippi and high-performing public schools in Mississippi.
Copyright
2014, Lori Rogers Wilcher
Recommended Citation
Wilcher, Lori Rogers, "Comparing Professonal Development Practices of Low Performing Public Schools and High Performing Public Schools in the State of Mississippi" (2014). Dissertations. 307.
https://aquila.usm.edu/dissertations/307
Included in
Educational Leadership Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons