Central Office Administrator Perceptions of Teacher Professional Learning in The Aftermath of Covid-19: A Descriptive Qualitative Study
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
8-14-2024
Abstract
This descriptive qualitative study explored the perceptions of central office administrators regarding the benefits and challenges experienced supporting teacher professional learning since the COVID-19 pandemic. Through semi-structured interviews with eight administrators, the study uncovered two themes regarding benefits and three themes regarding the challenges of these changes. The findings highlight the benefits of format options and technology in professional learning post-pandemic. Virtual formats offer convenience, flexibility, and enhanced collaboration, while technology integration has improved training efficiency and effectiveness. Three themes emerged regarding challenges—meeting the needs of teachers, helping teachers meet the needs of students, and changing attitudes toward and expectations of teacher professional learning. These insights underscore the importance of quality professional development in teacher recruitment and retention.
Advisor
Teresa Farler
Subject Categories
Education
Recommended Citation
Conrad, Terese, "Central Office Administrator Perceptions of Teacher Professional Learning in The Aftermath of Covid-19: A Descriptive Qualitative Study" (2024). Electronic Theses & Dissertations. 1194.
https://digitalcommons.tamuc.edu/etd/1194
