A Comparison of Perceived Professional Development Needs of Beginning Teachers in West Virginia Schools

Autor/in	Warren, Carla A.
Titel	A Comparison of Perceived Professional Development Needs of Beginning Teachers in West Virginia Schools
Quelle	(2016), (159 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Marshall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-8125-9
Schlagwörter	Hochschulschrift; Dissertation; Beginning Teachers; Mentors; Teacher Attitudes; Faculty Development; Beginning Teacher Induction; Delivery Systems; Educational Needs; Program Effectiveness; West Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Junior teacher; Junglehrer; Lehrerverhalten; Auslieferung; Educational need; Bildungsbedarf
Abstract	The purpose of this research is to share findings about the perceptions of beginning teachers and mentor teachers throughout West Virginia regarding the professional development topics and skills that are most critical to the success of new teachers. In addition, this study provides data regarding perceptions of goals that are most important in the design of professional development and the most beneficial professional development delivery models for beginning teachers. Responses are used to examine the perceptions of mentors and beginning teachers regarding the professional development needs of beginning teachers. The West Virginia Center for Professional Development provides staff development targeted for beginning teachers. The success of the implementation of these course sessions rests on the appropriate topics being delivered. To ensure beginning teachers are receiving the most appropriate professional development, data must be available to determine the needs of beginning teachers as perceived by teachers and mentors. Data obtained from responses to the online surveys, "Warren's Professional Development Inventory for Teachers" and "Warren's Professional Development Inventory for Mentors" are compared using descriptive and inferential statistics with written responses being coded, sorted and analyzed to identify emergent themes. The study had a population of 1,173 West Virginia teachers and mentors. Three hundred fifty-one surveys were returned offering a 95% confidence level with a 4.4% margin of error. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01