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A District’s Approach to Support Teacher Agency through Teacher-Led Professional Development

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dc.contributor.advisor Dillard, Heather
dc.contributor.author Skaggs, Cara Clayborne
dc.date.accessioned 2020-04-30T19:00:52Z
dc.date.available 2020-04-30T19:00:52Z
dc.date.issued 2020
dc.identifier.uri https://jewlscholar.mtsu.edu/handle/mtsu/6204
dc.description.abstract School districts invest large amounts of time and budgetary costs to provide professional development to support the professional growth of teachers each year. Although districts are providing professional learning that is appropriate in both content and delivery, studies still show teachers do not experience professional learning to support their professional growth. One missing link to the puzzle may be teacher agency. Teachers who have agency take ownership of their learning to meet their goals and to help others also meet their goals. A mixed methods study was utilized to explore how teacher-led professional development provided by a local school district supports the professional growth of teachers with conditions that support teacher agency. The study found the district has conditions in place to support teacher agency but supporting teacher agency does not automatically remove all the challenges associated with professional learning. The results of the study also determined more research is needed to understand and support teacher agency as well as districts must hire leaders who believe in professional learning.
dc.publisher Middle Tennessee State University
dc.subject Educational leadership
dc.title A District’s Approach to Support Teacher Agency through Teacher-Led Professional Development
dc.date.updated 2020-04-30T19:00:52Z
dc.language.rfc3066 en
dc.contributor.committeemember Krahenbuhl, Kevin
dc.contributor.committeemember Carter, Lando
dc.thesis.degreelevel doctoral
dc.thesis.degreegrantor Middle Tennessee State University
dc.description.degree Ed.D.


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