Leading professional learning: comparative perceptions of teachers and school leaders

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dc.contributor.authorGood, Brandon
dc.contributor.supervisorAdams, Pamela
dc.contributor.supervisorWood, Kevin
dc.date.accessioned2025-03-07T22:57:55Z
dc.date.available2025-03-07T22:57:55Z
dc.date.issued2025
dc.degree.levelMasters
dc.description.abstractA comparison of responses from teachers and school leaders is used to assess the effectiveness of various leadership strategies in facilitating teacher professional learning. Analysis used t-tests at a 95% confidence level to determine significant differences between the responses of the two groups. Results about effectiveness of strategies used by school leaders show agreement between the teachers and school leaders, and confirm existing research about their efficacy. However, results about the frequency that school leaders use these strategies show statistically significant differences between teachers and school leaders’ experiences of their use. These strategies include the use of school leader/teacher collaboration on professional learning, professional learning that is directly applicable to a teachers’ classroom, and the use of inquiry in the learning process. Additionally, significant differences were reported in the frequency with which school leaders observe teachers teach.
dc.description.sponsorshipNone
dc.embargoNo
dc.identifier.urihttps://hdl.handle.net/10133/7021
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.publisher.facultyEducation
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)
dc.subjectSchool leadership
dc.subjectEducational leadership
dc.subjectProfessional learning
dc.subjectTeacher perceptions
dc.subjectSchool leader perceptions
dc.subjectFacilitating professional learning
dc.subjectTeacher professional learning
dc.subjectTeacher learning
dc.subjectTeacher learning experiences
dc.subject.lcshDissertations, Academic
dc.subject.lcshTeachers--In-service training
dc.titleLeading professional learning: comparative perceptions of teachers and school leaders
dc.typeThesis
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