Campus Location
Dallas Campus (Online)
Date of Award
1-2026
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Rick Breault
Second Committee Member or Secondary Advisor
Katherine Yeager
Third Committee Member or Committee Reader
Glenda Horner
Abstract
Abstract
This study was designed after the researcher engaged in multiple mandated professional learning experiences with faculty members who expressed dissatisfaction with their learning experiences, did not desire to engage in learning on the mandated topics, and wanted to engage in different types of learning opportunities. The problem was centered around dissatisfaction with professional learning among teachers and the lack of implementation of their professional learning in the classroom. The goal was to gather feedback that could help leaders design mandated learning for teachers that they would find satisfaction in and implement in their classroom. The study used semistructured qualitative interviews with eight educators in U.S. public schools, who were in leadership roles or desired to be in leadership roles, to share their ideas on dissatisfactory and satisfactory professional learning experiences that they implement in their practice. Through in vivo coding, conclusions were drawn to determine prevalent themes in satisfactory and dissatisfactory factors in creating valuable professional learning. Research connected to key ideas from an adult learning theory—andragogy—to help understand how educators’ learning desires connected to the way the adult brain learns. Results from interviews provided overwhelming feedback that teachers’ greatest interest in finding satisfaction in their professional learning and implementing it was tied to it having direct student impact. Relevance and ease were also important in creating satisfactory professional learning. Dissatisfaction was found when there was a lack of direct positive student impact and if the presentation of materials was lacking. Findings indicated that teachers value their learning most when it benefits students, even if it means more preparation on the part of teachers. Results indicated that leaders should incorporate choice opportunities when creating mandated learning while focusing on learning experiences that meet a need and work toward the learner’s goals. Leaders can also help create learner buy-in by using data to show the need for and value in learning before learners engage in it. It is also important for leaders to consider time, clarity of learning, and creating engaging lessons for students from professional learning experiences.
Creative Commons License
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Recommended Citation
Dossett, Stephanie, "Finding Value in Professional Learning: Developing Teacher Learning That Is Internalized and Implemented in Practice" (2026). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 981.
https://digitalcommons.acu.edu/etd/981