Semester of Graduation
Spring 2026
Degree Type
Dissertation
Degree Name
EdD in Educational Leadership
Department
Educational Leadership
Committee Chair/First Advisor
Dr. Nicholas Clegorne
Second Advisor
Dr. Arvin Johnson
Third Advisor
Dr. Albert Jimenez
Abstract
The purpose of this qualitative research was to examine how secondary teachers perceive their professional learning and development experiences and how organizational and leadership structures shape those perceptions. This study was grounded in phenomenographic methodology, which seeks to understand the qualitatively different ways individuals experience a shared phenomenon. Leader–member exchange (LMX) theory and transformative learning theory served as interpretive frameworks for examining relational leadership dynamics and shifts in instructional beliefs and practices.
A purposeful sample of 10 secondary teachers (Grades 9–12) from a suburban public high school participated in the study. Data were collected through semistructured interviews and analyzed using iterative phenomenographic coding to identify categories of description reflecting teachers’ perceptions of professional learning. Four themes emerged from the analysis: (a) Characteristics of Practical and Relevant Professional Learning, (b) Teacher Autonomy and Voice Matters, (c) Successful Professional Learning Structures and Conditions, and (d) Leadership’s Influence on Professional Learning and Professional Learning Communities. Findings indicated that teachers perceived professional learning as most meaningful when it was contextually relevant, collaborative, responsive to instructional practice, and supported by relational trust and leadership engagement.
These findings have implications for secondary teachers, school and district leaders, and educational preparation programs regarding the design, facilitation, and leadership of meaningful professional learning systems.