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Cruse FINAL 4 22 2021 with cert.pdf (1.52 MB)

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An Analysis of the Relationship Between School Culture and Teachers’ Professional Learning

Cruse, Amy V
http://orcid.org/0000-0001-5645-1431
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619470476923736

Abstract Details

2021, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
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.
Jane Beese, Ed.D. (Committee Chair)
Charles Vergon, J.D. (Committee Member)
Richard Rogers, Ph.D. (Committee Member)
Melissa Mlakar, Ed.D. (Committee Member)
159 p.
Educational Leadership
School Culture; Professional Development; Instructional Leadership; Teacher Motivation

Recommended Citations

Citations

  • Cruse, A. V. (2021). An Analysis of the Relationship Between School Culture and Teachers’ Professional Learning [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619470476923736

    APA Style (7th edition)

  • Cruse, Amy. An Analysis of the Relationship Between School Culture and Teachers’ Professional Learning. 2021. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619470476923736.

    MLA Style (8th edition)

  • Cruse, Amy. "An Analysis of the Relationship Between School Culture and Teachers’ Professional Learning." Doctoral dissertation, Youngstown State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619470476923736

    Chicago Manual of Style (17th edition)

ysu1619470476923736
2,464
© 2021, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.