ty Uni fied School District.
The data collection instrument employed in this project was designed especially for use in this project. A copy of the survey questionnaire is included in this project report as an appendix. Data were collected with respect to (1) respondent demographics, (2) respondent preferences for professional development, (3) respondent perceptions of requirements for professional development, (4) professional development programs and services available to respondents, and (5) respondent
3assessments of available professional development programs and services.
Responses to the survey questionnaires were tabulated, and response frequencies and proportions were calculated. Assess ments required to fulfill the elements of the three fold pro ject purpose were made through a comparison and evaluation of the response frequencies and proportions for the appropriate questionnaire items.
The data collected for this study reflected the percep tions of active teachers with respect to (1) professional development requirements for newly inducted teachers, and (2) assessments of the adequacy of available professional develop ment programs and services. Teacher perceptions may or may not yield the same results which would be obtained through the con duct of an experimental study. Monetary and time limitations, however, precluded the adoption of an experimental research design for this project.
Following this introductory chapter, a review of relevant literature is presented in the second chapter. The results of the research performed are presented in the third chapter, and the fourth chapter presents a summary of the project, and the project conclusions and recommendations.
Literature related to the project purpose is reviewed in this chapter. The report of the literature review is presented in discussions related to (1) the pre service education of potential teacher, and (2) the in service education of tea...