Date of Completion
school reform, leadership, adult learning, teachers, professional development, school reform, professional learning, urban, middle school, reading, self-efficacy
Field of Study
Educational Leadership (Ed.D.)
Doctor of Education
This qualitative study answers questions about school reform by utilizing professional learning for teachers who lack self-efficacy to teach reading to middle school students. The findings included higher self-efficacy and lower burnout rates for teachers. Implications from this study include a model for professional learning that recognizes teachers as adult learners and a system of professional development that provides daily opportunities for teachers to work together over problems of practice.
Burdick, Alison, "Self-Efficacy of Middle School Teachers Responsible for Teaching Struggling Readers" (2015). Doctoral Dissertations. 954.