Administrator Attitudes and Teacher Outcomes in Professional Development
Short, Kathryn Anne
This paper examines the effect of administrator attitudes toward professional development on teacher outcomes, independent of the mode and quantity of professional development. Although research has established that administrators with positive views of professional development are more likely to use ongoing, well-planned professional development, and that these elements also lead to improved teacher outcomes, no study has looked at the direct link. This study, using the School and Staffing Survey from the 1999-2000 school year, examined whether or not a direct link exists and its strength, holding the factors of mode and quantity constant. Using an Ordinary Least Squares regression, overall, administrator attitudes were found to have a small but significant direct influence on teacher outcomes in professional development, as measured in terms of overall job satisfaction, teacher feelings of autonomy and ratings of professional development, but not in terms of teacher plans for retention. Implications for district and state-level policies are discussed.
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