Sustained Change in Practice: Meeting the Needs of Teachers
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Authors
Riley, Kathleen
Date
2024-05-10
Type
Dissertation
Language
en
Keywords
Alternative Title
Abstract
AN ABSTRACT OF THE DISSERTATION OF
Kathleen M. Riley for the degree of Doctor of Education in Leadership, Learning and Community presented on February 29, 2023.
Title: Sustained Change in Practice: Meeting the Needs of Teachers
Abstract approved:
Scott J. Mantie, Ph.D.
Dissertation Committee Chair
It is estimated that K-12 public school districts spend approximately nine percent of their annual operating budgets on professional development to enhance the practice of teachers, yet research has found that this significant resource for training does not always yield sustained changes in instructional practices. This phenomenological qualitative study examined the factors that influence teachers from two to New Hampshire public school districts to achieve a sustained change in their instructional practice. An open-ended teacher survey and semi-structured interviews provided insight into the lived experiences of the 34 participants. The study captured the rich descriptions of times when the teachers were able to achieve a sustained change in their instructional practice and times when they did not. The principals and assistant principals detailed how they influence teachers to make practice change and the resources they use to motivate those changes. The data analysis revealed eight factors that influence teachers to make and sustain instructional practice change. The implications of this study extend to educators, administrators, and policy makers by offering insights on how curriculum
implementation can be re-designed to address the identified factors and meet the needs of teachers.