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An Analysis of the Relationship between School Culture and Teachers' Professional Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Analysis of the Relationship between School Culture and Teachers' Professional Learning./
Author:	Cruse, Amy V.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	160 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28764224
ISBN:	9798538146758

An Analysis of the Relationship between School Culture and Teachers' Professional Learning.
Cruse, Amy V.

An Analysis of the Relationship between School Culture and Teachers' Professional Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 160 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--Youngstown State University, 2021.

This item must not be sold to any third party vendors.

The researcher utilized a correlational, non-experimental design to gain a better understanding of the relationship between teachers' ratings of factors of school culture and their motivation to integrate professional development into practice. The survey, a cross-sectional design, studied data from teachers who participated in professional development from Educational Service Centers (ESCs) in northeast Ohio (n=80). The constructs of leadership that impact school culture: vision, trust, power, and collective efficacy were also explored. Using the School Culture Survey (Gruenert & Valentine, 1998) and the Expectancy-Value-Cost for Professional Development scale (EVC-PD) (Osman & Warner, 2020), the researcher considered the relationship between teachers' ratings of their school culture factors (collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership) and their quantitative measure of motivation from the EVC-PD scale. The results suggest that three out of the six school culture factors show a statistically significant positive association with the EVC-PD scale. Results show that the factors of school culture predict a significant variation in the EVC-PD composite scores. Additional variables were measured to investigate if demographic data and teachers' professional development experience would predict the outcome of teachers' motivation to implement professional development. The results suggest that following up with teachers or leaders after a professional development is associated with teachers' increased motivation to integrate the professional development into their practice Results of this study support previous research regarding instructional leadership practices, with specific connections to student-centered and collective leadership approaches.

ISBN: 9798538146758Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

School culture

An Analysis of the Relationship between School Culture and Teachers' Professional Learning.
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245 1 3 $a An Analysis of the Relationship between School Culture and Teachers' Professional Learning.
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300 $a 160 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Beese, Jane.
502 $a Thesis (Ed.D.)--Youngstown State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The researcher utilized a correlational, non-experimental design to gain a better understanding of the relationship between teachers' ratings of factors of school culture and their motivation to integrate professional development into practice. The survey, a cross-sectional design, studied data from teachers who participated in professional development from Educational Service Centers (ESCs) in northeast Ohio (n=80). The constructs of leadership that impact school culture: vision, trust, power, and collective efficacy were also explored. Using the School Culture Survey (Gruenert & Valentine, 1998) and the Expectancy-Value-Cost for Professional Development scale (EVC-PD) (Osman & Warner, 2020), the researcher considered the relationship between teachers' ratings of their school culture factors (collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership) and their quantitative measure of motivation from the EVC-PD scale. The results suggest that three out of the six school culture factors show a statistically significant positive association with the EVC-PD scale. Results show that the factors of school culture predict a significant variation in the EVC-PD composite scores. Additional variables were measured to investigate if demographic data and teachers' professional development experience would predict the outcome of teachers' motivation to implement professional development. The results suggest that following up with teachers or leaders after a professional development is associated with teachers' increased motivation to integrate the professional development into their practice Results of this study support previous research regarding instructional leadership practices, with specific connections to student-centered and collective leadership approaches.
590 $a School code: 1238.
650 4 $a Educational leadership. $3 529436
650 4 $a Teaching. $3 517098
650 4 $a Students. $3 756581
650 4 $a Collaboration. $3 3556296
650 4 $a School principals. $3 541911
650 4 $a Educational administration. $3 2122799
650 4 $a Teacher education. $3 3172312
653 $a School culture
653 $a Professional Development
653 $a Instructional Leadership
653 $a Teacher motivation
690 $a 0449
690 $a 0530
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710 2 $a Youngstown State University. $b Department of Teacher Education and Leadership Studies. $3 3684575
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792 $a 2021
793 $a English
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