Date of Degree
8-2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Program
Education
Advisor
Alison Buck
Advisor
Norman St. Clair
Advisor
Darlene Carbajal
Abstract
In today’s workforce, individuals are staying in their respective professions longer and retiring at ages past 67, resulting in a generationally diverse workforce. Currently, teachers range from 21-80 years of age, working in the same profession and receiving the same professional development. Considering adult learning and the dynamics associated with individuals, it is important to understand that, historically, the professional development provided to this workforce is facilitated in a one-size-fits-all arrangement (Gregson & Sturko, 2007), instead of using diverse adult learning styles (Malik, 2015). The purpose of this study is to understand individual teachers’ perceptions of the efficacy of professional development received in a high school education setting. Additionally, this research focuses on generational differences and how these differences may impact the learning environment for high school teachers. The study utilized a qualitative instrumental case study. The participants were teachers, Grades 9-12, in a Central Texas high school, who fall into one of the following generations: Baby Boomers, Generation X, and Millennials
Recommended Citation
Pagano, Gina, "Understanding Perceptions of Professional Development in a Multi-Generational Learning Environment Among High School Teachers" (2022). Theses & Dissertations. 400.
https://athenaeum.uiw.edu/uiw_etds/400
Included in
Adult and Continuing Education Commons, Educational Methods Commons, Educational Technology Commons, Other Education Commons