Term of Award

Fall 2015

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Brenda Marina

Committee Member 1

Olufunke Adefope

Committee Member 2

Charles Hodges

Abstract

Professional development is considered to be the vehicle by which educators continually enhance their professional knowledge and practice. More importantly, when educational leaders promote school reform initiatives, professional development is usually the most frequently recommended method for bringing about change. The purpose of this quantitative study was to examine the effects of principal’s instructional leadership and professional development to enhance teachers’ classroom practices. Two survey instruments were combined to collect data for this study. A total of 122 complete responses were collected from K – 5 teachers in a Southeast Georgia District. The findings revealed that teachers have changed their attitudes and beliefs about teaching because of professional development. Teachers indicated that when principal encourages use of interactive teaching methods and gives suggestions for improving teaching it affects their classroom practices.

Available for download on Thursday, October 29, 2020

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