A Qualitative Descriptive Study of Elementary Public School Teachers' Experiences and Perceptions of Professional Development

Abstract

The purpose of this qualitative descriptive study was to explore how teachers describe their experiences and perceptions of professional development. Experiential learning theory drove two research questions: (1) How do elementary public school teachers in northwest New Mexico describe their experiences with professional development? (2) How do elementary public school teachers in northwest New Mexico perceive professional development? Convenience sampling was used to recruit 22 elementary-level public school teachers. Data were collected from 12 semi-structured interviews and two five-member focus groups. A six-phased thematic analysis of inductive coding generated four themes: (1) teachers describe their experiences with professional development as a valuable opportunity to learn, advance skills and knowledge, which happens in formal and informal settings. Evaluating their experiences with professional development (2) based on the satisfaction of their instructional needs, teachers describe professional development as (3) the most effective instruction when it is differentiated, includes collaboration, and addresses their needs. (4) Teachers describe the most effective time for professional development as when it is properly planned, not rushed, and in an environment conducive to professional learning. This study advanced understanding of teachers' experiences and perceptions of professional development as an essential element of continuing education, with multiple factors impacting teachers' learning levels and willingness to engage in the training. Findings may be applied to development, selection, and delivery of teacher professional development in public education and other education settings.