Teacher Perceptions of School-Based and District Professional Development

Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the instructional needs of students, and taking ownership of their professional development goals, understanding teacher perceptions of school-based and district level professional development is critical. The purpose of this study was to investigate how K-12 teachers perceive school-based and district professional development. This study aimed to answer three questions: How do teachers perceive school-based and district professional development? What types of professional development experiences do teachers find effective? Do recent professional development experiences influence how teachers collaborate with other teachers? The researcher hopes that schools and districts will consider relevant, job-embedded, and sustainable professional development options based on the information found and reported in this case study