An Investigation of the Relationships of Teacher Professional Development, Teacher Job Satisfaction, and Teacher Working Conditions
Date of Award
Doctor of Education (EdD)
School of Education
Demands to changes of instruction for mathematics classrooms are presented in
standards promoted by the National Council of Teachers of Mathematics, Illinois State
Board of Education and other government reports creates a demand for teacher
professional development to support teachers to adapt to these changes of instruction.
The overall purpose of this study investigated characteristics of effective professional
development and how those characteristics are associated with teacher job satisfaction
and teacher working conditions. With the completion of this dissertation, this study adds
to the literature relevant to teacher professional development by demonstrating an
association between teacher professional development and teacher working conditions.
This non-experimental quantitative study examined 23 lists of characteristics of
professional development to provide designers of professional development programs the
frequency that specific characteristics were mentioned on the 23 lists. Also, this study
administered a Likert scale questionnaire to secondary mathematics teachers to measure
the teachers' perception of the three variables: teacher professional development, teacher
job satisfaction, and teacher working conditions. The completed questionnaires were used
to calculate measures of the three variables and these measures were used to calculate
Pearson correlation coefficients. Ultimately, tests of correlations were conducted with
the Pearson correlation coefficients to measure the associations between the three
variables. Four research questions relating to these associations were created that guided
the details of this quantitative study.
The results of the data analysis revealed a statistically significant association
between teacher professional development and teacher working conditions. Also, the
results of a second test of correlation revealed that the association between teacher
professional development and teacher job satisfaction was not significant.
Meagher, Thomas, "An Investigation of the Relationships of Teacher Professional Development, Teacher Job Satisfaction, and Teacher Working Conditions" (2011). Dissertations. 68.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright © 2011 Thomas Meagher