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Degree

Doctor of Education, Ashland University, College of Education, 2009.

Abstract

This dissertation describes research designed to investigate the influence of select teacher and school characteristics on the perceived professional development needs of in-service physical educators in the state of Ohio. Data were collected using a self-report survey instrument comprised of the Professional Development Needs Questionnaire-Physical Education (Conkle, 1994), and the Teacher Concerns Questionnaire-Physical Education (McBride, 1993). Additional demographic data were collected and categorized according to grade level taught (elementary, middle school, high school, or some combination), and school setting/location (urban/inner city, suburban/small city, and rural). Descriptive statistics and Pearson correlation coefficients were analyzed to determine the strength of the relationship between the independent and dependent variables. Multiple regression using stepwise method was further conducted to determine the degree to which a teachers’ stage of concern, grade level taught and school setting influenced their perceived professional development needs. Results indicated that participants’ perceived professional development needs were driven primarily by issues of concern rather than teaching situation (e.g. grade level taught; school setting/location).

Subject Headings

Education; Physical education; School administration; Teacher education

Keywords

professional development needs; in-service physical educators; Professional Development Needs Questionnaire-Physical Education; Teacher Concerns Questionnaire-Physical Education

Committee / Advisors

Ann Shelly, PhD (Committee Chair)
Robert Shelly, PhD (Committee Member)
Kathleen Flanagan-Hudson, EdD (Committee Member)
Randall Gearhart, PhD (Committee Member)

Pages

175p.

Document number: ashland1243865667
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667

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