Elementary school teachers' attitudes toward professional development: A grounded theory study

Elementary teachers' attitudes toward professional development and ways to increase teachers' participation in professional development were explored in this qualitative, grounded theory. The researcher conducted five focus groups comprised of elementary classroom teachers, special area teachers, and Instructional Facilitators. Data from the focus groups were compiled and coded to determine common themes. Three themes emerged from the data: teachers feel like there is little or no respect from district personnel regarding their time and their opinions about professional development; teachers have distinct ideas about the types of professional development that would benefit them, and they believe professional development should be differentiated to suit individual needs; and teachers feel like the focus of professional development is determined at the district-level and is directed to programs purchased by the district without teacher feedback. The results of the study indicate that empowering teachers to select the types of professional development in which they participate and providing teachers with time during the school day or remuneration for involvement outside of the work day would improve the attitudes and participation of teachers regarding professional development.