Teacher Participation in Leader- and Self-Directed Professional Learning: Contextual Leadership Influences

• In Event: Poster Session 6
  In Poster Session: Division K Section 8 Poster Session 3

Abstract

Within the context of [PROJECT NAME(PN)], we investigate teachers’ participation in leader-directed, formal, and self-directed, informal and independent, professional learning about technology integration. Using a sample of 101 treatment and comparison teachers, we report teachers’ comparative frequency of participation in each learning mode, identifying more frequent informal and independent than formal learning. We investigate the relationships between the contextual shift of treatment participation and teachers’ learning, identifying positive relationships between [PN] participation and formal and informal learning frequency. Delving this context, we investigate and identify no relationships between leaders’ practices overall and teachers’ learning. However, allowing an interaction between treatment and leader practices suggests a positive relationship with formal and informal teacher learning when leaders receive support in their practices.

Authors

• Emily A. Barton, University of Virginia

• Sara L. Dexter, University of Virginia