Date

5-23-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sabine Branch

Keywords

retention, professional development, interview, questionnaire, qualitative

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this case study was to examine professional development as a means of restoring passionate teaching for in-service K-12 teachers at Cresthill Public Schools (CPS). The theory guiding the study was the Learning-Oriented Leadership Model, as it explores how professional development fosters continuous teacher growth and retention. The central research question for the study was: How do teachers describe the ways professional development may help them stay in the profession? The study utilized a qualitative case study design. A purposive sample of 15 teachers who participated in required professional development was selected. Data was collected through semi-structured interviews, classroom observations, and a questionnaire to gather teachers’ perceptions and experiences. Manual hierarchical coding, including open and axial levels, was used to identify themes. Findings revealed three main themes: Teacher Well-being and Preventing Burnout, Enhancing Classroom Management and Student Engagement, and Professional Growth and Collaboration. Sub-themes included Self-care and Psychological Support, Engagement Strategies, and Personalized and Relevant PD. Teachers emphasized the need for professional development that supports well-being, enhances instructional strategies, and fosters collaboration. Results suggest that personalized and supportive professional development can improve teacher satisfaction, reduce burnout, and increase retention, contributing to the broader discourse on sustainable teaching careers.

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