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PROFESSIONAL LEARNING: AN EXAMINATION OF THE ATTRIBUTES, FACILITATORS, AND BARRIERS WITHIN THE K-12 PUBLIC SCHOOL ARENA
Dissertation   Open access

PROFESSIONAL LEARNING: AN EXAMINATION OF THE ATTRIBUTES, FACILITATORS, AND BARRIERS WITHIN THE K-12 PUBLIC SCHOOL ARENA

Elizabeth Collins Ritz
Washington State University
Doctor of Education (EdD), Washington State University
07/2025
DOI:
https://doi.org/10.7273/000007882
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Open Access

Abstract

K-12 Public Education Professional Learning
This qualitative study investigated the attributes, facilitators, and barriers to professional learning within K-12 public school districts, focusing on the experiences of Teaching and Learning leaders in Washington state. Recognizing that systemic structures and an organizational culture supportive of professional development are crucial for equitable student outcomes, this research sought to understand how these central office leaders of professional development describe the conditions and challenges in planning and implementing professional development, and how district culture influences this work. Utilizing a qualitative design, the study gathered rich insights through semi-structured interviews, providing a voice to participants to share their leadership successes and challenges within their unique contexts. Key findings indicate that effective professional learning is characterized by strong alignment with district priorities, instructional goals, and systemic strategies, fostering a shared purpose among educators. Crucial facilitators include robust leadership support, which promotes collaboration and communication, and the emotional intelligence of facilitators, vital for building trust and psychologically safe spaces. Conversely, significant barriers identified were educator resistance to change, often stemming from a lack of agency, overload, insufficient support, and a perceived disconnect from classroom realities, alongside limitations in time and financial resources. The study also illuminated the pervasive influence of broader contextual factors, such as public perception, accountability pressures, policy mandates, and collective bargaining agreements, on professional learning initiatives. This research contributes to the field of educational leadership by offering practical insights into cultivating conditions and mitigating barriers for meaningful professional learning experiences that can lead to transformational change. The findings underscore the importance of a holistic and integrated approach to professional development, emphasizing its direct link to enhancing teaching practices, fostering collective responsibility, and promoting continuous improvement.

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