First Advisor

McConnell, Christine

First Committee Member

Erikson, James

Second Committee Member

Kyser, Christine D.

Third Committee Member

Cooney, Jonathan

Degree Name

Doctor of Education

Document Type

Dissertation

Date Created

8-2025

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

Abstract

The purpose of this study was to examine how teacher voice could be meaningfully integrated into the structure and development of site based professional development. This participatory action research study investigated teachers’ perceptions of the structure, delivery, and impact of weekly, site-based professional development (PD) at a middle school in Northern Colorado. Grounded in a constructivist theoretical framework, the study sought to elevate teacher voice and promote collaborative reflection on how professional learning could be more relevant, responsive, and empowering. The study explored the following research questions:

Q1 What professional development structures do teaching staff view as beneficial to their professional practices

Q2 In what ways do administrative staff use teacher feedback to implement PD planning and structure.

The research engaged 13 teachers and administrators as co-investigators in three phases: anonymous online questionnaires, participant focus groups, and administrative staff focus group sessions. Using In Vivo coding and thematic analysis, the study identified patterns in participants’ experiences, perceptions, and suggestions for improvement. Key findings revealed that while participants valued opportunities for collaboration and learning, many felt the current PD lacked differentiation, continuity, and relevance. Participants advocated for increased teacher agency in PD design and emphasized the need for professional learning that acknowledged unique realities and promotes instructional growth.

The study concluded that effective PD must be co-constructed, sustained, and roped in authentic teacher experience. Clear communication, topic alignment, and flexible delivery formats can increase engagement and build a more supportive professional culture. The findings offer insight for school leaders seeking to reimagine professional learning as a collaborative, responsive process that enhances both teacher efficacy and student outcomes. Keywords: Participatory action research, professional development, site based decision making, teacher collaboration, middle school education, and qualitative research.

Abstract Format

html

Keywords

participatory action research; professional development; site based decision making; teacher collaboration; middle school education; qualitative research

Places

Greeley, Colorado

Extent

171 pages

Local Identifiers

Adams_unco_0161D_11362.pdf

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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