Files and links (1)
PDFOpen Access (License Unspecified), Open Access
Dissertation
A qualitative case study on the effects of targeted professional development on teacher efficacy and student academic achievement
Doctor of Education (Ed.D.), Drexel University
Jun 2025
DOI:
https://doi.org/10.17918/00010964
Abstract
This dissertation study examines the effectiveness of targeted professional development (TPD) for educators in public schools. Traditional professional development (PD) often fails to meet teachers' unique needs, leading to limited improvements in teaching practices and student outcomes. This qualitative case study uses data collected at the secondary level. Including teacher evaluations, Record student performance, and professional development documents, TPD's teaching effectiveness and student achievement can be tested to determine its impact. This study is grounded in constructivist learning theory, adult learning theory, sociocultural theory, and self-efficacy theory, and the importance of personalized learning opportunities for teachers is emphasized. With one-on-one coaching, working together as friends, and practicing reflective practices within professional learning communities (PLCs). TPD is designed to address personal growth. This research uses archival data and descriptive statistics to assess the relationship between TPD and improvements in teachers' pedagogical knowledge and students' mastery of academic content. The findings are intended to provide actionable insights for policymakers and educators. It emphasizes the need for targeted, collaborative, and reflective professional development to promote a more effective teaching and learning environment. Keywords: Targeted Professional Development (TPD); teacher efficacy; peer feedback; math education; professional learning; professional growth; instructional improvement; teacher-driven; student academic mastery; professional learning community; differentiated instruction
Metrics
26 File views/ downloads
93 Record Views
Details
- Title
- A qualitative case study on the effects of targeted professional development on teacher efficacy and student academic achievement
- Creators
- Elvirah Finley
- Contributors
- José L. Chávez (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xiii, 84 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022055540304721