staff development, learning-centered
The goal of this research was to determine the balance of a collaborative learning relationship between an institution and its employees. A review of the literature examined learning-centered theory to determine the necessary tenets of a learning-centered professional staff development program. In addition, various staff development components were examined to ascertain their role in a learning-centered program. The literature findings guided this research to conduct a study to determine if relationships existed between employees' perception of climate and two variables: (a) employees' locus of control and (b) employees' job satisfaction. Additionally, the three factors were assessed together in a linear regression to determine what percentage of variance could be accounted for by each of the factors. The extent to which the institution had sufficiently set the stage for learning to take place was determined by assessing the institution's climate utilizing the PACE©. Locus of control and job satisfaction were two audience components utilized to determine appropriate program selection. Findings from the correlation procedures revealed a moderate relationship between both the employees' locus of control and their job satisfaction and their perception of the climate. A multiple regression revealed that 43% of an employee's climate perception could be accounted for by locus of control and job satisfaction. Results of this study indicated that locus of control and job satisfaction were two factors that an institution needs to consider with regards to their staff prior to embarking on a staff development program or in re-designing an existing program. In addition, the results indicated the necessity in establishing a baseline climate perception to ascertain if the environment was conducive to staff learning. Lastly, an institution needs to be willing to inquire of its staff as to their needs and preferred learning delivery methods. By examining itself objectively, and engaging workers in a collaborative learning process, an institution can begin to establish the foundation for a learning centered staff development program.
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Witta, E. Lea
Doctor of Education (Ed.D.)
College of Education
Educational Research, Technology, and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Corderman, Julie, "Learning-centered Professional Staff Development: Examining Institutional And Learner Responsibilities" (2008). Electronic Theses and Dissertations. 3581.
Restricted to the UCF community until March 2009; it will then be open access.