An ethnohistorical case study: Site-based staff development at a suburban elementary school campus

• Main Author: Reed, Eva Jeanette
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-1997
• Subjects: Educational administration; Elementary education; School administration; Teacher education
• ISBN: 9780591345964; 059134596X

In the field of education, ongoing staff development is essential to promote constant renewal so as to ensure the highest level of staff awareness and student achievement. There are many new challenges facing educators today, as well as the continued challenges associated with cultural diversity, teacher experience levels and teacher apathy. Recognizing the complexity of these issues, many school districts today have embraced the concept of site-based management and administrators have been given more flexibility to implement a range of programs that fit within the philosophy and context of the district curriculum. This form of staff development empowers teachers and encourages them to be active participants and take responsibility for improving their schools and their own professional growth. This study was an ethnohistorical account of the implementation of a comprehensive program of Site-Based Staff Development at a suburban elementary school campus. The innovation under study was in its fourth year of implementation. The purpose of the study was to explore faculty perceptions of Site-Based Staff Development at a suburban elementary school campus from the perspective of whether or not this approach to staff development was felt to be beneficial in meeting the professional development needs of the faculty and staff. This study utilized a qualitative research design that incorporated participant observations, in depth interviews and a Likert scale survey to provide complete triangulation of the research data. Participants in the study represented a cross section of the instructional staff. The findings from the study indicated that Site-Based Staff Development encouraged learning, promoted professional development, and had a positive effect on teacher and staff morale, as well as a positive impact on student success. The study data documented the emerging cultural themes of Collaboration, Empowerment, Collegiality and Professional Growth resulted in the formation of a culture of Mutual Respect. Site-Based Staff Development caused the teachers' and principal's relationship to move through a series of stages; from dependent, to independent, and ultimately to interdependent.