Date of Award

Summer 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jennifer Putnam

Abstract

This study aimed to examine the effectiveness of online professional development (PD) in enhancing teacher growth and improving instructional practices. PD has traditionally offered opportunities for teachers to engage in relevant content that can be immediately implemented (Dobie & Anderson, 2021). The transition to online PD, particularly during the COVID-19 pandemic, created urgency as educators adapted to remote learning and technological competency to ensure educational continuity (Karchmer-Klein & Pytash, 2020). This study explored educators’ perspectives on online PD and its potential to create sustainable practices that support teacher effectiveness. A mixed methods approach was employed, including focus groups, questionnaires, and individual interviews with educators across various districts. Data collection focused on identifying key elements of successful online PD, such as meaningful collaboration, access to resources, and continuous feedback. The data were analyzed to identify themes related to educators’ experiences and perceptions of online PD. The findings revealed that while online PD offers flexibility and accessibility, its effectiveness depends on the quality of content, opportunities for interaction, and timely feedback. Key challenges included engagement and insufficient alignment with instructional needs; however, successful PD initiatives promoted collaboration, continuous learning, and application of best practices (Kraus et al., 2023). The implications of this study suggest that for online PD to be effective, it must be tailored to educators' needs. This includes fostering professional learning communities, actively engaging participants, and sustained support. These insights contribute to the ongoing development of online PD programs and underscore the importance of aligning PD with the needs of educators.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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