Combining Appreciative Inquiry and Emotional Intelligence to Understand and Improve the Professional Development of K-12 Teachers

Combining Appreciative Inquiry and Emotional Intelligence to Understand and Improve the Professional Development of K-12 Teachers by Jamie Elizabeth DeWitt MA, California State University, San Bernardino, 2008 BA, University of California, San Diego, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 Abstract Creating meaningful and effective professional development (PD) programs for K-12 teachers is an ongoing challenge. The problem is exacerbated when PD models are implemented without fully aligning PD resources and plans with the training needs of teachers and the organization. The guiding question sought to understand the experiences of teachers at an online charter school about the implementation of PD as a means for improving student outcomes. The purpose of the study was to find ways to enhance PD in order to improve student outcomes at the school. The conceptual framework for this study is interwoven through the constructs of student-centered learning, adult learning theory, transformational learning, self-directed learning, and emotional intelligence (EI). A qualitative case study was used in an appreciative inquiry approach that included a document review, written response survey, a positive assessment of EI skills, and focus group interview with 5 teacher participants. The EI data were analyzed using descriptive statistics to create an average EI profile for the group, and qualitative data were analyzed using inductive and comparative techniques. The results indicated that the teachers desired more focused PD that aligns to organizational goals, is collaborative, and includes support from leadership. Results informed the design of a workshop for school administrators focused on designing a PD implementation plan. This study promotes positive social change by increasing understanding of teachers’ professional learning experiences and proposes a research-derived PD planning and implementation cycle in order to increase student achievement at the school.Creating meaningful and effective professional development (PD) programs for K-12 teachers is an ongoing challenge. The problem is exacerbated when PD models are implemented without fully aligning PD resources and plans with the training needs of teachers and the organization. The guiding question sought to understand the experiences of teachers at an online charter school about the implementation of PD as a means for improving student outcomes. The purpose of the study was to find ways to enhance PD in order to improve student outcomes at the school. The conceptual framework for this study is interwoven through the constructs of student-centered learning, adult learning theory, transformational learning, self-directed learning, and emotional intelligence (EI). A qualitative case study was used in an appreciative inquiry approach that included a document review, written response survey, a positive assessment of EI skills, and focus group interview with 5 teacher participants. The EI data were analyzed using descriptive statistics to create an average EI profile for the group, and qualitative data were analyzed using inductive and comparative techniques. The results indicated that the teachers desired more focused PD that aligns to organizational goals, is collaborative, and includes support from leadership. Results informed the design of a workshop for school administrators focused on designing a PD implementation plan. This study promotes positive social change by increasing understanding of teachers’ professional learning experiences and proposes a research-derived PD planning and implementation cycle in order to increase student achievement at the school. Combining Appreciative Inquiry and Emotional Intelligence to Understand and Improve the Professional Development of K-12 Teachers by Jamie Elizabeth DeWitt MA, California State University, San Bernardino, 2008 BA, University of California, San Diego, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 Dedication This work is dedicated to my husband and children, whose love and support have carried me through this process. I hope that my work is an inspiration to you to follow your passions, and to know that through hard work you can make your dreams come true. Acknowledgments Many thanks to my co-workers for your time and energy in support of this project. I am very grateful to work for an organization that supported my efforts towards my degree. A huge thanks to Dr. Richard Hammett, my doctoral chair, for your inspiration and guidance through this journey. I cannot express my appreciation enough for your patience, encouragement, and fantastic editorial skills. Thank you for all that you taught me, especially how to eat an elephant. I am proud to say this elephant has been devoured!