Date of Award
Doctor of Education (EdD)
Education Policy, Planning, and Administration
David Backer, Ph.D.
Jacqueline Van Schooneveld, Ed.D.
Troy Podell, Ed.D.
This mixed-methods study aimed to examine questionnaires as an evaluation tool for professional development. The study measures the extent to which questionnaires reflect teachers' reactions to and learning in professional development sessions, how teachers view the use of questionnaires to evaluate these sessions, and how to improve that evaluation process. Data from a district-mandated professional development evaluation questionnaire was collected and analyzed from a sample of 825 teachers. Their experiences completing the questionnaires were measured by collecting survey and focus group data. The theories of satisficing and andragogy were used to frame the data analysis. I find that questionnaires do not accurately reflect teachers’ reactions to and learning in professional development sessions. In addition, the data showed that teachers have a negative view of using questionnaires to evaluate professional development sessions. Based on the data, I recommend that districts use focus groups and other qualitative forms of data to improve the evaluation of professional development.
Young, Cristin, "Checking the Box: Evaluating Professional Development Evaluations" (2022). West Chester University Doctoral Projects. 162.