Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Mary Clisbee

Committee Member

Dian Moorhouse

Committee Member

Kimberly Durham

Keywords

college and career ready standards, continuous school improvement, professional development, military-connected students, teacher selfefficacy, differentiation, professional learning communities

Abstract

This quantitative, correlational research design study examined the perceptions of overseas Department of Defense Education Activity (DoDEA) teachers regarding the quality, relevance, and impact of professional development (PD) programs, particularly College and Career Ready Standards (CCRS) and Continuous School Improvement (CSI) PD sessions. The purpose of the study was to determine the extent to which current PD offerings supported teachers in improving instructional practices and meeting the needs of military-connected students.

A 26-item online survey was distributed to overseas DoDEA teachers using nonprobability convenience sampling. A total of 72 educators participated in the study, representing diverse grade levels, content areas, and years of teaching experience. The survey collected demographic data, PD satisfaction levels, perceived self-efficacy, and preferences for future PD content and delivery formats. Descriptive statistics and Pearson correlation analyses were used to examine the relationships between PD participation, self-efficacy, and perceived instructional outcomes.

Results indicated that most participants were dissatisfied with the current CCRS and CSI PD. While respondents reported strong instructional self-efficacy, many expressed low confidence in the usefulness and classroom applicability of PD content. Weak and nonsignificant correlations were found between session attendance and perceived instructional improvement. Teachers favored in-person workshops and asynchronous online modules over synchronous formats and identified differentiated instruction, social emotional learning, and support for military-connected students as top PD priorities.

Findings suggest a misalignment between PD design and teachers’ instructional needs. Recommendations include incorporating teacher input into PD planning, offering differentiated content and flexible formats, and prioritizing relevance to military connected students. Implications for policy, leadership, and future research are discussed.

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