Experienced Secondary Teachers' Perceptions of Engagement and Effectiveness: A Guide to Professional Development

Authors

Denise Meister, Penn State HarrisburgFollow

Abstract

The purpose of this research is to describe a qualitative research study of experienced high school educators who have remained motivated and highly engaged in their teaching. Ten high school teachers who have been called "the best" by their administrators and fellow teachers were interviewed to ascertain common traits that can serve as a framework for providing professional development to assist teachers in the work force, as well as bring their voice to the National Reform Movement. The following themes emerged: teachers are ambivalent to administrative leadership as an important influence in their work; colleagues are their support network; and their commitment to the students transcends academic achievements.

Keywords

Educational Reform, Secondary Education, Experienced Teachers, and Professional Development

Publication Date

7-1-2010

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2010.1186

Recommended APA Citation

Meister, D. (2010). Experienced Secondary Teachers' Perceptions of Engagement and Effectiveness: A Guide to Professional Development. The Qualitative Report, 15(4), 880-898. https://doi.org/10.46743/2160-3715/2010.1186