Publication Date

Spring 2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Ferdinand Rivera; Joseph Heffernan; Mark Felton

Abstract

Secondary social science teachers tend to feel disengaged and frustrated with their professional development (PD) experiences. They also feel that recommended meaningful practices appear to be time-consuming, require extra hours of preparation, and rely heavily on collaboration. Using phenomenological methodology, the dissertation research investigated secondary social science teachers' perceptions of their roles as educators, their professional growth, and their motivations for engaging in professional development opportunities. Nine male and one female teacher participants from a History-Social-Science Department in an urban public school in Northern California participated in an interview. This study addressed the following research questions: How do teachers perceive their growth and change as a result of participating in PD activities? What are teachers’ beliefs and perceptions about their roles as educators and their ongoing development? What factors prevent teachers from engaging in and motivating their own professional growth? The theoretical framework uses Gagné and Deci’s Self-Determination Theory of Motivation. Results indicate that teachers value peer interaction, effective PD must align with their experiences and needs, and PD should be relevant and flexible, and need to prioritize collaboration. This study supports the need to establish professional learning communities that support autonomous support, relational connection, and active competence, which could lead to more effective and transformative PD learning for all teachers and could potentially impact schoolwide changes.

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