Date

7-22-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

James Sigler

Keywords

curriculum implementation, professional development, self-efficacy

Disciplines

Education

Abstract

The purpose of this hermeneutical phenomenological study is to explore the implementation of a new state-adopted ELA curriculum for English teachers at secondary schools in the Southeast United States. At this stage in the research, sustained professional development will be generally defined as multiple touchpoints at regular intervals that build capacity and efficacy with the new curriculum. The theory guiding this study is Bandura's theory of self-efficacy. Understanding the impact of professional development on teachers as they implement a new curriculum is essential to the success of teachers' classroom practices. High-quality professional development that keeps teachers at the heart of implementational success will impact student outcomes. A curriculum implementation model that best fits the schools' needs will need to be employed. What are the lived experiences of secondary teachers as they implement the new state-adopted ELA curriculum at a secondary school? A hermeneutical phenomenological study will explore the impact of professional development on teachers as they implement a new ELA curriculum in a secondary school in the Southeast. The sample will be of convenience as the site is my current work assignment. Data collection will involve teacher interviews, a focus group with administrators, and a review of documents.

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