Date of Award

12-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Jeanne Surface

Second Advisor

Dr. Tamara Williams

Abstract

The purpose of this autoethnography is to provide analysis and explain the importance of professional development experiences for secondary teachers, especially for those that are singletons in a school, district, or community.

Autoethnography is a qualitive research method in which the researcher is also the subject of the study. In autoethnography, the researcher uses autobiographical stories to analyze and interpret their lived experiences with the purpose of extending sociological understanding. It reflects the interconnectivity of self, others, and culture (Hamdan, 2012).

Effective professional development is typically long-term, collegial, supported by leadership, and context-specific (Richardson, 2003; Sparks, 2002), and essential for teacher growth, student achievement, and educational reform. A central component of effective practice is personalization, which aligns professional development with teachers’ needs, motivations, and contexts, ultimately increasing buy-in and efficacy (Diaz-Maggioli, 2004; Thomson & Turner, 2015). Personalized professional development empowers teachers to direct their own growth, use varied delivery models such as mentoring and learning communities, and pursue areas of interest (Smith, 2017; Beavers, 2011).

Bandura’s Social Learning Theory (1977) adds a theoretical foundation to professional development by highlighting the importance of observational learning, modeling, self-efficacy, and reciprocal determinism. Teachers adapt strategies by observing peers, reflecting, and participating in collaborative communities (Lortie, 2002; Labe & Wenger, 1991). Teacher change is best supported through modeling, feedback, and self-assessment.

Professional organizations such as the Nebraska High School Press Association (NHSPA), the Journalism Education Association (JEA), the National Scholastic Press Association (NSPA), and the Columbia Scholastic Press Association (CSPA) offer networking, mentoring, and collaboration opportunities while elevating the professional status of teachers and expanding opportunities for growth and advocacy.

This dissertation uses semi-structured interviews and field notes as data to analyze and interpret. When looking at cultural groups or events, quantitative research methods do not translate to the meanings of humans in social interaction or speak to the significance or human thought and action (Adams, Holman Jones, & Ellis, 2015).

The results of this study reveal that participating in professional organizations significantly enhances the professional growth of journalism advisers.

Comments

The author holds the copyright to this work and any reuse or permissions must be obtained from them directly.

PDF pass Adobe's accessibility checker prior to upload. 

Download

Files over 3MB may be slow to open. For best results, right-click and select "save as..."

Share

COinS