Dissertation Proposal Announcement Ed.D. Program: Mark DiGiovanni “Professional Development in Independent Schools: A Qualitative Investigation of Teacher Experiences”
In recent years, professional development (PD) has been recognized as a key mechanism for enhancing teacher learning and improving student outcomes (Barr et al., 2015; De Neve et al., 2015; Drago-Severson, 2007; Kennedy, 2016; Yoo, 2016). However, the majority of research about teacher professional development in the United States focuses on the public school context despite a landscape populated by a diverse range of educational institutions. As a result, there is a notable gap in understanding how independent school teachers experience and engage with PD. Independent schools in New Jersey operate under different regulatory frameworks than their public school counterparts and are not bound by state regulations for teaching licensure or professional development. As a result, there may be inconsistencies in teacher support and development that affect their learning experiences. This study aims to investigate these experiences and explore what motivates New Jersey independent school teachers to engage in professional learning. Grounded in Self-Determination Theory (Ryan & Deci, 2017) and the Job Demands-Resources model (Bakker & Demerouti, 2007, 2017), this qualitative study employs focus group discussions and follow-up individual interviews to understand teachers’ perspectives, experiences, and motivations to learn. By examining both individual and organizational factors, this study seeks to understand the unique challenges and opportunities that independent school teachers face in their pursuit of professional learning and growth by answering the following research questions:
- What are the professional development experiences of independent school teachers in New Jersey, and what motivates them to engage in these experiences?
- What kinds of professional development do independent school teachers engage in and why?
- What kinds of professional development do independent school teachers describe as impactful to their learning and practice?
- What organizational and individual factors mediate New Jersey independent school teachers’ access to and engagement with professional development and learning?
- What do independent school teachers say motivates them to engage in professional development?
- What organizational factors support or constrain independent school teachers’ engagement in professional development?
- How can these findings inform changes in policy for independent school leaders surrounding teacher professional development?
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