Professional development as a vehicle for professional growth: Perceptions of secondary education teachers in three selected school districts
This study was designed to measure the perceptions of secondary education teachers in Mississippi of professional development as a vehicle for professional growth. Participants consisted of secondary teachers from three public schools in Mississippi. Two of the school districts, superintendents were elected and one school district's superintendent was appointed. The Teacher Perception of Professional Development as a Vehicle for Professional Growth opinionnaire was used for this study. It contained a 14-item Likert-type scale and a 17-item questionnaire to collect data about the dependent variable of teacher perception of professional development as a vehicle for professional growth and independent variables of teaching level, school district type, teacher roles in planning professional development, principals, support of professional development, and the characteristics of staff development training activities. The responses to the survey were analyzed using multiple regression. The analysis revealed that Mississippi teachers perceived professional development as a vehicle for professional growth. Additionally, teachers perceived principals' support and training activities to be essential to effective professional development. Districts with elected superintendents had higher means on the criterion of teachers' perception of professional development and every independent variable except training activities.