An analysis of perceptions of Indiana secondary teachers regarding components deemed important to effective staff development programs

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dc.contributor.advisor Drake, Thelbert L. en_US
dc.contributor.author Ellis, John A. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:25:16Z
dc.date.available 2011-06-03T19:25:16Z
dc.date.created 1987 en_US
dc.date.issued 1987
dc.identifier LD2489.Z64 1987 .E45 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176053
dc.description.abstract The purpose of the study was to determine the perceptions of Indiana secondary teachers regarding components deemed important to effective staff development programs. Perceptions were analyzed according to the years of teaching experience, gender, content area and demographic classification of the school. The population consisted of two hundred fifty secondary public school teachers from fifty public secondary schools distributed throughout the ten regions of the Indiana School Boards Association.The data collection Instrument used in the study consisted of a demographic section, a forty-item Likert style questionnaire and a short answer/narrative section. Four null hypotheses were tested for statistical significance using a multivariate analysis of variance. The .05 level of significance was established as the critical probability level for the non-acceptance of hypotheses. Insufficient responses in one cell necessitated the deletion of the hypothesis stating no significant difference exists in the perceptions of teachers from schools which are classified as urban, suburban or rural.FindingsStatistically significant differences were found to exist in the perceptions of Indiana public secondary teachers regarding components deemed Important to effective staff development programs from different subject content areas and gender. However, no statistically significant difference was found to exist from teachers with varying years of teaching experience.3. Forty-six percent of the responding teachers reported they participated in a staff development program.4. Teachers reported nearly two to one they would participate in a staff development program during the summer months.5. Thirteen percent of the teachers reporting had five or less years of teaching experience, whereas forty-one percent reported sixteen or more years of teaching experience. en_US
dc.description.sponsorship Department of Educational Administration and Supervision
dc.format.extent 3, x, 186 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh High school teachers -- In-service training -- Indiana. en_US
dc.title An analysis of perceptions of Indiana secondary teachers regarding components deemed important to effective staff development programs en_US
dc.title.alternative Perceptions of Indiana secondary teachers. en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/530365 en_US


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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