The Relationship Between Social Learning Theory and Teacher Perceptions of Professional Development

Author

Ashley R. Gartner, University of Nebraska at OmahaFollow

Date of Award

5-2024

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Jeanne Surface

Abstract

All in-service teachers in PK-12 public school systems must participate in professional development session. Professional development can negatively affect many teachers but serves an essential purpose in improving education. Social learning theories can help shape practical professional development sessions. This quantitative study focused on the perceptions of current teachers toward professional development and what makes it great. An online survey was administered to current teachers in Nebraska public schools, measuring their perceptions about the best professional development experience they have had in recent history. the results and analysis showed that teachers rate sessions more positively when the experience includes strategies suggested by social learning theories. Specific outcomes are significantly correlated with a positive overall; rating as well. Recommendations for planning well-received professional development and possible extensions of the research were discussed.

Comments

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Recommended Citation

Gartner, Ashley R., "The Relationship Between Social Learning Theory and Teacher Perceptions of Professional Development" (2024). Educational Leadership Theses, Dissertations, and Student Creative Activity. 50.
https://digitalcommons.unomaha.edu/edleadstudent/50