Creating Professional Learning Programs that Recognize Teachers as Adult Learners

Creating Professional Learning Programs that Recognize Teachers as Adult Learners by Nicole M. Lowe MA, Walden University, 2006 BS, Old Dominion University, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Abstract According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning,According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning, drawing on adult learning theory, may reduce teacher turnover and increase student performance. This study explored teachers’ perceptions about the professional development offerings available to them, how these perceptions influence their decisions to remain at the school, and what types of professional learning experiences teachers want to experience. Fourteen high school teachers participated in individual interviews and 2 focus groups, which were analyzed inductively for themes. Participants revealed that voice, choice, effective professional development, time, collaboration, school climate, and the district’s professional development program were instrumental in creating a supportive environment. These results suggest that creating professional learning programs that incorporate the attributes of effective professional learning and encourage teacher participation are important at all points of the process. A professional learning plan project was designed in response to the study findings and recommendations. This study may lead to social change by providing the target school district and its building level administrators with a plan for professional learning based on teacher input, effective practices, and adult learning theory to use as a viable method to retain effective educators that, in turn, may result in improved student performance. Creating Professional Learning Programs that Recognize Teachers as Adult Learners by Nicole M. Lowe MA, Walden University, 2006 BS, Old Dominion University, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Dedication I dedicate this work to my husband, who always believed in me; to my children who always encouraged me; to my colleagues who always trusted me with their words; and to my mom who is and always has been my biggest fan. In addition, I dedicate this to all teachers who strive to be better tomorrow than they are today. Your work is not in vain. Acknowledgments Thank you first to God for giving me the strength to complete this task. My faith has been an ongoing source of strength. Without my faith, I would have given up. The personal trials in my life during this time have been plentiful. Faith made them bearable. Finally, thank you to Dr. James Keen for his guidance, support, patience, and encouragement.