Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2026
Committee Chair or Co-Chairs
Dr. William Flora
Committee Members
Dr. John Boyd, Dr. Virginia Foley
Abstract
The purpose of this qualitative phenomenological study was to research secondary STEM educators’ perceptions of PD needs. This study focused on the lived experiences of educators actively teaching in STEM subject disciplines in grades nine through 12. The essential question for this research study was: How do Tennessee secondary STEM teachers perceive the relevance, applicability, and impact of PD opportunities? The research was rooted in Knowles’ (1984) theory of adult learning, Andragogy, and Learning Forward’s (2022) Standards for Professional Learning.
Data were collected through 15 semi-structured, one-on-one online interviews. The transcripts of these interviews were analyzed, and frequently used language and phrases were coded and organized. These codes led to the emergence of four key themes: relevant and applicable PD supports educator growth; professional learning is strengthened through collaboration; teacher voice and context influence learning experiences; and barriers affect participation and implementation of PD. Through alignment with the theoretical and conceptual frameworks, it was found that STEM educators perceive PD opportunities as more meaningful when experiences are relevant, applicable, collaborative, and access barriers are removed.
Document Type
Dissertation - unrestricted
Recommended Citation
Ogle, Amber W., "A Qualitative Examination of Tennessee Secondary STEM Teachers’ Perceptions on Professional Development Needs" (2026). Electronic Theses and Dissertations. Paper 4751. https://dc.etsu.edu/etd/4751
Copyright
Copyright by Amber Wallace Ogle
