Date of Award
Doctor of Education (EdD)
The purpose of this study was to determine the impact of the Gradual Release of Responsibility instructional framework professional development on teacher self-efficacy and the perception of its impact on student achievement. The scope of this study was a qualitative study including focus group interviews and open-ended question responses of teachers and administrators who had participated in the professional development in a rural district in the foothills of North Carolina. The methodology included focus group interviews and coding the responses from the open-ended professional development questions. The findings include teacher quotes from the transcriptions of the interviews as supporting the research found in the literature on high-quality professional development and the components of the Gradual Release of Responsibility. The conclusion reached was that teacher self-efficacy was increased in implementing the framework, and many teachers believed the implementation has increased student achievement. Limitations of this study included the researcher acted as the interviewer; the researcher was the professional development developer and deliverer. This study contributes to the information which could be useful for district and school administrators when planning for high-quality professional development for continuous school improvement.
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Danley, Elizabeth Head, "The Impact of the Gradual Release of Responsibility Professional Development on Teacher Self-Efficacy" (2018). Education Dissertations and Projects. 309.