Theses and Dissertations

Date of Award

1-1-2022

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

Soledad Arguelles-Borge

Keywords

collaboration; education; lesson study; professional development; professional learning community

Abstract

The Perceived Effects of a Structured Collaborative Professional Development Program on Teacher Efficacy and Job Satisfaction. Danielle Yruegas, 2022: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: lesson study, professional development, collaboration, education, professional learning community This applied dissertation was designed to study the relationship between the participation of teachers in a collaborative professional development program, Lesson Study, and their self-efficacy and job satisfaction. Lack of structure and time to effectively implement and reflect upon collaborative professional development programs create a sense of frustration and dissatisfaction in the teaching profession and at the proposed study site as rigorous standards for professional development and job performance continue to rise. Recent research showed that teachers who engage in Lesson Study as a structured professional development tool often experience a stronger sense of self-efficacy and satisfaction compared to those who do not participate. This mixed-methods study investigated the perceived impact that Lesson Study, a structured collaborative professional development program, had on the efficacy and job satisfaction of middle school and high school teachers. A total of 19 participants, 13 middle school teachers and 6 high school teachers, were recruited as volunteers in this research study. Each participant completed the Teacher Job Satisfaction Questionnaire, The Ohio State Teacher Efficacy Scale, and an open-ended questionnaire on available professional development opportunities to establish a baseline in terms of job satisfaction and individual efficacy. At the end of the eight-week Lesson Study, each participant completed the same survey instruments as postassessments. In addition, each participant completed a weekly journal entry reflecting their individual thoughts, feelings, questions, and impressions over the course of the eight-week Lesson Study process. They also completed a Classroom Observation Form after each lesson taught, as well as a comprehensive Group Reflection Form. The researcher first analyzed the quantitative and qualitative data separately. Descriptive coding was used to identify common themes, and then the data was triangulated to gain a better understanding of the perceived value of Lesson Study and its impact on teacher efficacy and job satisfaction. Each participant expressed an average to above-average sense of efficacy and job satisfaction prior to their participation in the research study. In combination with a limited number of participants due to COVID constraints, limited time, and a decreased participation rate during post-survey dissemination, the data and common themes identified show teachers’ participation in Lesson Study did not have any significant impact on their perceived sense of efficacy and job satisfaction. This information should be utilized to better inform administrators at both the middle school and high school study sites on how to schedule designated time for content-specific professional development opportunities that promote a more positive and collaborative work environment for teachers in a post-COVID environment.

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