Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

May 1997

Abstract

The problem related to this study was to develop a clearer understanding of the staff development needs of high school classroom teachers implementing block scheduled programs. The purpose of this study was to determine if teachers' perceptions of staff development needs differed when teaching experience, education (highest degree earned), and Tennessee Career Ladder status were considered. Four levels of each independent variable were analyzed by six categories of perceptions, the dependent variables. The categories were: (a) Planning, (b) Knowledge, (c) Satisfaction with staff development, (d) Adult learning strategies, (e) Level of involvement, and (f) Impact on student testing and grades. The 181 classroom teachers from eight Northeast Tennessee county school systems were surveyed using an instrument containing 50 response items. The return rate was 79% (N = 143). Three research questions were answered by analyzing three null hypotheses using one-way analysis of variance (ANOVA) and post hoc Tukey multiple comparison tests. The alpha level was.05. The null hypothesis for all levels of teaching experience was retained. For all education or degree levels, the null hypothesis was retained except for the Educational Specialist group in the planning category and the Bachelor's group in the knowledge category. The null hypothesis for Tennessee Career Ladder status was retained except for the Level III group in the knowledge category. Beyond the analyses of hypotheses, other survey results indicated that policy makers must involve teachers in decisions about block scheduling implementation and staff development through inclusive, school-based planning committees. Teacher comments implied that periodic needs assessments, teacher support, program evaluation, and assessment of student learning are critical to block scheduling.

Document Type

Dissertation - Open Access