The relationship between professional development and professiona

Chuyên khảo phân tích The relationship between professional development and professiona, đánh giá các khía cạnh quan trọng, đề xuất hướng nghiên cứu tiếp theo.

• Tác giả: Dana Specker Watts
• Người hướng dẫn: Dr. Richardson, Major Professor
• Trường học: University of Kentucky
• Chuyên ngành: Education
• Đề tài: Mối Quan Hệ Giữa Phát Triển Nghề Nghiệp và Vốn Nghề Nghiệp Tại Các Trường Quốc Tế
• Loại tài liệu: Doctoral Dissertation
• Năm xuất bản: 2018
• Địa điểm: Lexington

Mục lục chi tiết

• Acknowledgements
• List of Tables
• List of Figures
• 1. Chapter 1: Introduction
• 1.1. Growth of the International School Community
• 1.2. Experience of International Educators
• 1.3. Investment in Professional Development by International Schools
• 1.4. Purpose and Significance of the Study
• 1.5. Description of the Terms
• 1.5.1. International School Educators
• 1.5.2. International School Leaders
• 1.6. Assumptions and Delimitations
• 2. Chapter 2: Literature Review
• 2.1. Founding of International Schools
• 2.2. Governance and Accreditation
• 2.3. Student Population and Community
• 2.4. Recruitment of International Teachers
• 2.5. Funding, Resources, and Potential Growth
• 2.6. Types of International Schools
• 2.7. Nonprofit and not-for-profit schools
• 2.8. Goals of Professional Development
• 2.9. Types of Professional Development
• 2.9.1. Conference experiences in international schools
• 2.9.2. Job embedded professional development
• 2.9.3. Job embedded experiences in international schools
• 2.9.4. Online professional development
• 2.9.5. Online professional development experiences in the international schools
• 2.10. Professional Development in International Schools
• 2.11. International School Leadership
• 2.12. School Leadership and Decision Making
• 2.13. Impact of School Leadership
• 2.14. School Leadership and Professional Development
• 2.15. International School Leadership and Professional Development
• 2.16. Theory of Professional Capital
• 2.17. Professional Capital and Professional Development in International Schools
• 4. Chapter 4: Professional Development Experiences
• 4.1. Reliability of Experiences
• 4.2. Conference Experiences of International School Leaders
• 4.3. Conference Experience of International School Teachers
• 4.4. Conference Experiences of Elementary School Teachers
• 4.5. Conference Experiences of Middle School Teachers
• 4.6. Conference Experiences of High School Teachers
• 4.7. Summary of Experience with Conferences
• 4.8. Job-Embedded Experiences
• 4.8.1. Job-Embedded Experiences of School Leaders
• 4.8.2. Job-Embedded Experiences of International School Teachers
• 4.8.3. Job-Embedded Experiences of Elementary School Teachers
• 4.8.4. Job-Embedded Experiences of Middle School Teachers
• 4.8.5. Job-Embedded Experiences of High School Teachers
• 4.9. Summary of Job-Embedded Experiences
• 4.10. Online Experiences of School Leaders
• 4.11. Online Experiences of International Teachers
• 4.12. Online Experiences of Elementary School Teachers
• 4.13. Online Experiences of Middle School Teachers
• 4.14. Online Experiences of High School Teachers
• 4.15. Summary of Online Experiences
• 4.16. Summary of Professional Development Experiences
• 5. Chapter 5: Perceptions of Professional Development
• 5.1. Reliability of Perceptions
• 5.2. Phase I: Quantitative Analysis of Perceptions
• 5.3. Perceptions of Conferences
• 5.3.1. International school leaders’ perceptions of conferences
• 5.3.2. International school teachers’ perceptions of conferences
• 5.3.3. Summary of perceptions of conferences
• 5.4. Perceptions of Job-Embedded Professional Development
• 5.4.1. International school leaders’ perceptions of job-embedded professional development
• 5.4.2. International school teachers’ perceptions of job-embedded professional development
• 5.4.3. Summary of perceptions of job-embedded professional development
• 5.5. Perceptions of Online Professional Development
• 5.5.1. International school leaders’ perceptions of online PD
• 5.5.2. International school teachers’ perceptions of online PD
• 5.5.3. Summary of perceptions of online PD
• 5.6. Perceptions and Decision Making
• 5.6.1. School leaders’ perceptions and decision making
• 5.6.2. International school teachers’ perceptions and decision making
• 5.6.3. Summary of perceptions and decision making
• 5.7. Professional Development Experiences and Perceptions
• 5.8. Summary of Phase I Quantitative Analysis of Perceptions
• 5.9. Phase II Qualitative Analysis of Perceptions
• 5.9.1. Increase of Capabilities of Educators
• 5.9.1.1. Adult learning and international educators
• 5.9.1.2. Strategies for international educators
• 5.9.2. Commitment to Professional Learning
• 5.9.2.1. Access to professional development for international educators
• 5.9.2.2. Funding for international educators
• 5.9.3. Increasing Culture in International Schools
• 5.9.4. Challenges for international schools
• 5.9.5. Learning communities for international educators
• 5.9.6. Reputation of international schools
• 5.10. Summary of Phase II Qualitative Analysis of Perceptions
• 5.11. Summary of Perceptions
• 6. Chapter 6: Professional Development and Professional Capital
• 6.1. Professional Capital Results and Reliability
• 6.2. Professional Development and Human Capital
• 6.2.1. Human Capital Theme I: Improving Practice for International Educators
• 6.2.1.1. Quantitative findings on improving practice
• 6.2.1.2. Qualitative findings on improving practice
• 6.2.1.3. Summary of improving practice
• 6.2.2. Human Capital Theme II: Developing and Retaining International Educators
• 6.2.2.1. Quantitative results on developing and retaining
• 6.2.2.2. Qualitative findings on developing and retaining
• 6.2.2.3. Summary of developing and retaining international educators
• 6.2.3. Human Capital Theme III: Attracting Human Capital
• 6.2.3.1. Quantitative results on attracting human capital
• 6.2.3.2. Qualitative findings on attracting human capital
• 6.2.3.3. Summary of attracting human capital
• 6.2.4. Summary of Professional Development and Human Capital
• 6.3. Professional Development and Social Capital
• 6.3.1. Social Capital Theme I: Collaboration in International Schools
• 6.3.1.1. Quantitative results on collaboration in international schools
• 6.3.1.2. Qualitative findings on collaboration in the international schools
• 6.3.1.3. Summary of collaboration in international schools
• 6.3.2. Social Capital Theme II: Time for International Educators
• 6.3.2.1. Quantitative results on time for international educators
• 6.3.2.2. Qualitative findings on time for international educators
• 6.3.2.3. Summary of time for international educators
• 6.3.3. Social Capital Theme III: Networking for International Educators
• 6.3.3.1. Quantitative results on networking for international educators
• 6.3.3.2. Qualitative findings on networking for international educators
• 6.3.3.3. Summary of networking
• 6.3.4. Summary of Professional Development and Social Capital
• 6.4. Professional Development and Decisional Capital
• 6.4.1. Decisional Capital Theme I: Expertise from Research and Experience
• 6.4.1.1. Quantitative results on expertise
• 6.4.1.2. Qualitative findings on expertise
• 6.4.1.3. Summary of expertise
• 6.4.2. Decisional Capital Theme II: Effective Practices
• 6.4.2.1. Quantitative results on effective practices
• 6.4.2.2. Qualitative findings on effective practices
• 6.4.2.3. Summary of effective practices
• 6.4.3. Decisional Capital Theme III: Mentorship and Support for International Educators
• 6.4.3.1. Quantitative results on mentorship and support
• 6.4.3.2. Qualitative findings on mentorship and support
• 6.4.3.3. Summary of mentorship and support
• 6.4.4. Summary of Professional Development and Decisional Capital
• 6.5. Summary of Professional Development and Professional Capital
• 6.6. Professional Development Experiences of International Educators
• 6.7. Professional Development Perceptions of International Educators
• 6.8. Professional Development and Professional Capital
• 6.9. Implications for Professional Development for International Educators
• 6.9.1. Online Professional Development
• 6.10. Implications for Theory of Professional Capital and Professional Development
• 6.11. Improving Practice for International Educators
• 6.12. Developing and Retaining International Educators
• 6.13. Attracting International Educators
• 6.14. Collaboration within International Schools
• 6.15. Time for International Educators
• 6.16. Networking for International Educators
• 6.17. Mentorship and Support
• 6.18. Recommendations for Future Research
• Appendix A: Professional Development Survey for International Educators
• Appendix B: Professional Capital Survey for Principals
• Appendix C: Professional Capital Survey for Teachers
• Appendix D: Permission to Use Professional Capital Survey for Principals
• Appendix E: Permission to Use Professional Capital Survey for Teachers
• Appendix F: Research Question Matrix
• Appendix G: Interview Protocol for International Educators on Professional Development and Professional Capital
• Appendix H: Tables for Conference Experiences vs Perceptions
• Appendix I: Tables for Job-Embedded Experiences vs Perceptions
• Appendix J: Tables for Online Experiences vs Perceptions
• Appendix K: Rationale and Alignment-Professional Capital Survey for Principals
• Appendix L: Rationale and Alignment-Professional Capital Survey for Teachers
• Appendix M: Invitation to Participate in Study
• References
• Vita

Tóm tắt

I. Tổng Quan Về Mối Quan Hệ Giữa Phát Triển Nghề Nghiệp và Vốn Nghề Nghiệp

Mối quan hệ giữa phát triển nghề nghiệp và vốn nghề nghiệp tại các trường quốc tế là một chủ đề quan trọng trong giáo dục hiện đại. Nghiên cứu này nhằm làm rõ cách mà vốn nghề nghiệp có thể được phát triển thông qua các chương trình đào tạo và phát triển chuyên môn. Các trường quốc tế thường xuyên đầu tư vào việc nâng cao kỹ năng nghề nghiệp cho giáo viên, từ đó tạo ra một môi trường học tập tích cực và hiệu quả.

1.1. Định Nghĩa Về Phát Triển Nghề Nghiệp

Phát triển nghề nghiệp được hiểu là quá trình nâng cao kỹ năng nghề nghiệp và kiến thức của giáo viên thông qua các hoạt động đào tạo và học tập liên tục. Điều này không chỉ giúp giáo viên cải thiện khả năng giảng dạy mà còn tăng cường vốn nghề nghiệp của họ.

1.2. Tầm Quan Trọng Của Vốn Nghề Nghiệp

Vốn nghề nghiệp bao gồm nhân lực, xã hội và quyết định mà giáo viên sở hữu. Việc phát triển vốn nghề nghiệp không chỉ giúp giáo viên nâng cao năng lực cá nhân mà còn tạo ra một cộng đồng giáo dục mạnh mẽ hơn.

II. Thách Thức Trong Phát Triển Nghề Nghiệp Tại Các Trường Quốc Tế

Mặc dù có nhiều lợi ích, việc phát triển nghề nghiệp tại các trường quốc tế cũng gặp phải nhiều thách thức. Các yếu tố như thiếu nguồn lực, khó khăn trong việc duy trì sự tham gia của giáo viên và sự khác biệt văn hóa có thể ảnh hưởng đến hiệu quả của các chương trình phát triển nghề nghiệp.

2.1. Thiếu Nguồn Lực Hỗ Trợ

Nhiều trường quốc tế không có đủ ngân sách để đầu tư vào các chương trình đào tạo chất lượng. Điều này dẫn đến việc giáo viên không có cơ hội tiếp cận với các khóa học và hội thảo cần thiết để nâng cao kỹ năng nghề nghiệp.

2.2. Khó Khăn Trong Việc Duy Trì Sự Tham Gia

Sự tham gia của giáo viên vào các chương trình phát triển nghề nghiệp thường không ổn định. Nhiều giáo viên có thể cảm thấy quá tải với công việc hàng ngày và không có thời gian để tham gia các hoạt động đào tạo.

III. Phương Pháp Phát Triển Nghề Nghiệp Hiệu Quả Tại Trường Quốc Tế

Để vượt qua các thách thức, các trường quốc tế cần áp dụng những phương pháp phát triển nghề nghiệp hiệu quả. Việc xây dựng một môi trường học tập hỗ trợ và khuyến khích là rất quan trọng để giáo viên có thể phát triển vốn nghề nghiệp của mình.

3.1. Tạo Cơ Hội Học Tập Liên Tục

Các trường nên cung cấp các khóa học và hội thảo thường xuyên để giáo viên có thể cập nhật kiến thức và kỹ năng nghề nghiệp. Điều này không chỉ giúp giáo viên phát triển mà còn tạo ra một văn hóa học tập trong trường.

3.2. Khuyến Khích Hợp Tác Giữa Các Giáo Viên

Việc tạo ra các cơ hội để giáo viên hợp tác và chia sẻ kinh nghiệm sẽ giúp tăng cường vốn xã hội. Các hoạt động nhóm và dự án chung có thể thúc đẩy sự kết nối và hỗ trợ lẫn nhau giữa các giáo viên.

IV. Ứng Dụng Thực Tiễn Của Phát Triển Nghề Nghiệp Tại Trường Quốc Tế

Nghiên cứu cho thấy rằng việc phát triển nghề nghiệp có thể dẫn đến sự gia tăng vốn nghề nghiệp trong các trường quốc tế. Các giáo viên có thể cải thiện kỹ năng giảng dạy và thu hút được nhiều học sinh hơn nhờ vào những chương trình đào tạo chất lượng.

4.1. Kết Quả Nghiên Cứu Từ Các Trường Quốc Tế

Nghiên cứu đã chỉ ra rằng các giáo viên tham gia vào các chương trình phát triển nghề nghiệp có sự cải thiện rõ rệt trong kỹ năng giảng dạy và sự hài lòng trong công việc. Điều này cũng dẫn đến việc giữ chân giáo viên lâu hơn trong nghề.

4.2. Tác Động Đến Học Sinh

Khi giáo viên được phát triển nghề nghiệp, học sinh cũng được hưởng lợi. Chất lượng giảng dạy tốt hơn dẫn đến kết quả học tập cao hơn và sự phát triển toàn diện của học sinh.

V. Kết Luận Về Mối Quan Hệ Giữa Phát Triển Nghề Nghiệp và Vốn Nghề Nghiệp

Mối quan hệ giữa phát triển nghề nghiệp và vốn nghề nghiệp tại các trường quốc tế là rất quan trọng. Việc đầu tư vào phát triển nghề nghiệp không chỉ mang lại lợi ích cho giáo viên mà còn cho cả học sinh và toàn bộ cộng đồng giáo dục.

5.1. Tương Lai Của Phát Triển Nghề Nghiệp

Trong tương lai, các trường quốc tế cần tiếp tục đầu tư vào phát triển nghề nghiệp để duy trì và nâng cao vốn nghề nghiệp. Điều này sẽ giúp tạo ra một môi trường học tập tích cực và bền vững.

5.2. Khuyến Khích Nghiên Cứu Thêm

Cần có thêm nhiều nghiên cứu để hiểu rõ hơn về mối quan hệ này và tìm ra những phương pháp phát triển nghề nghiệp hiệu quả nhất cho giáo viên tại các trường quốc tế.

Trích đoạn nội dung tài liệu

University of Kentucky UKnowledge Theses and Dissertations--Education Sciences College of Education 2018 THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT AND PROFESSIONAL CAPITAL: A CASE STUDY OF INTERNATIONAL SCHOOLS IN ASIA Dana Specker Watts University of Kentucky, [e-mail] Author ORCID Identifier: https://orcid.org/0000-0003-3508-7129 Digital Object Identifier: https://doi.449 Right click to open a feedback form in a new tab to let us know how this document benefits you. Recommended Citation Watts, Dana Specker, "THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT AND PROFESSIONAL CAPITAL: A CASE STUDY OF INTERNATIONAL SCHOOLS IN ASIA" (2018). Theses and Dissertations--Education Sciences.edu/edsc_etds/44 This Doctoral Dissertation is brought to you for free and open access by the College of Education at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Education Sciences by an authorized administrator of UKnowledge.

For more information, please contact UKnowledge@lsv. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions.

I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work.

I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above.

Dana Specker Watts, Student Dr. Richardson, Major Professor Dr. Margaret Bausch, Director of Graduate Studies THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT AND PROFESSIONAL CAPITAL: A CASE STUDY OF INTERNATIONAL SCHOOLS IN ASIA _____________________________________ DISSERTATION ____________________________________ A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education at the University of Kentucky By Dana Specker Watts Lexington, Kentucky Director: Dr. Richardson, Associate Professor of Educational Leadership Studies Lexington, Kentucky 2018 Copyright Dana Specker Watts 2018 ABSTRACT OF DISSERTATION THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT AND PROFESSIONAL CAPITAL: A CASE STUDY OF INTERNATIONAL SCHOOLS IN ASIA The goal of this study was to investigate the interaction between professional development and professional capital within international schools in Asia.

The researcher employed a multi-site case study to inform the research goals. A conceptual framework based on Hargreaves and Fullan’s (2012) professional capital theory was used to guide the study’s methods and data collection. The data were collected in two phases. The first phase consisted of a digital survey that was distributed to ten international schools associated with the East Asia Regional Council of Schools (EARCOS) and the Office of Overseas Schools (OSS).

The survey was analyzed to identify the experiences and perceptions of professional development within international schools. The second phase was comprised of semi- structured interview data from twelve international educators to explore the relationship between professional development and professional capital. The findings of this study helped outline themes of how a professional development fosters professional capital within the international schools. Specifically, international educators use professional development to increase human capital through their experiences to improve personal practice, while developing, retaining, and attracting educators to the international schools.

Social capital is impacted through the amount of time international educators allocate to collaborative and networking experiences with other international educators within their field through professional development. By increasing decisional capital, international educators develop expertise with effective professional development guided through the support of mentors by increasing decisional capital. The findings suggest professional development within the international schools studied is connected to an increase in professional capital. The findings also suggest international educators need to maintain a level of autonomy in regard to decision making to continue to increase professional capital within international schools.

Suggestions for a refinement of the theory of professional capital leadership include a balanced approach to professional development where teachers use their human capital and school leaders use their social capital collectively to make professional development decisions. KEYWORDS: Professional Development, Professional Capital, International Educators, International Schools, EARCOS Dana Specker Watts November 20, 2018 THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT AND PROFESSIONAL CAPITAL: A CASE STUDY OF INTERNATIONAL SCHOOLS IN ASIA By Dana Specker Watts Dr. Richardson Director of Dissertation Dr. Margaret Bausch Director of Graduate Studies 11/20/2018 Date To my family – past, present, and future For those international educators who continue to invest in building the professional capital of others.

ACKNOWLEDGEMENTS First and foremost, my never-ending gratitude is extended to my children, Ethan, Dylan, and Avery Watts. It is because of you that I strive to be the best person I can and help you see that resilience and purpose help guide you through life’s ups and downs. Education has opened so many doors in my life and helped me become a better human being. Thank you for your never-ending support and for encouraging me to continue even when I wasn’t sure if I could carry on.

Thank you to my family and friends who have encouraged me along the way and helped me get to this point in my career. Although there are far too people who have aided me along this journey (as I have taught in three schools and lived in three countries over the course of this journey), I would like to take this opportunity to draw attention to a few standout human beings that have helped me along this journey: the entire Specker family, Dr. Marie Alcock, Dr. Rachel Allen, Robert Appino, Linda Anderson, Jennifer Faber Barry, Dr.

Justin Bathon, Dr. Natalie Bolton, Dr. Lars Bjork, Brent Brayko, Katrina Brown, Elisa Chan, Graeme Deuchars, Don Drake, Betsy Fitzpatrick, Suanne Forrester, Lauren Fine, Mary Gilmer, Sarah Gilmer, Chadwick Hamilton, Justin Hardman, Dr. Erica Hollis, Dr.

Todd Hurst, Dr. Jill Janes, Sarah Jones, Hamlet Lin, Dr. David Lovelin, Dr. Scott McLeod, Gena Newburg, Mary Dee Mulligan, Todd Norton, Adam Pecher, Curt Rees, Dr.

Beth Rous, Ben Sheridan, Dr. Barbara Sirotin, Stacy Stephens, and Janet Tan. Thank you to all those who participated in my study. I have the highest regard for educators and the professionalism and love for learning that teachers exemplify each and every day to students.

I have always found teachers to be my favorite students because iii once a teacher learns something new, they share that knowledge with others to make the world a better place. Thank you to all of those who have helped me increase my own professional capital and who continue to increase the professional capital of others. The faculty from the University of Kentucky College of Education, especially my committee members, Dr. Tricia Browne-Ferrigno, Dr.

John Nash, and Dr. Alec Couros, thank you for your guidance and support throughout this entire process. Lastly, I would like to thank my dissertation chair, Dr. You stuck by my side and never once faltered in your belief that I could accomplish this lifelong goal.

Your patience and understanding, as life threw a handful of punches in my path, was beyond the call of duty. You continue to inspire me to be a better educator and all-around human being. -Nevertheless, she persisted. iv TABLE OF CONTENTS Acknowledgements ……….iii List of Tables ……………………………………………………………………….…x List of Figures ……………………………………………………….xi Chapter 1: Introduction.

1 Growth of the International School Community. 2 Experience of International Educators. 3 Investment in Professional Development by International Schools. 7 Purpose and Significance of the Study.

7 Description of the Terms. 9 International School Educators. 10 International School Leaders. 12 Assumptions and Delimitations.

13 Chapter 2: Literature Review. 15 Founding of International Schools. 16 Governance and Accreditation. 17 Student Population and Community.

19 Recruitment of International Teachers. 19 Funding, Resources, and Potential Growth. 21 Types of International Schools. 22 Nonprofit and not-for-profit schools.

27 Goals of Professional Development. 28 Types of Professional Development. 33 Conference experiences in international schools. 34 Job embedded professional development.

36 Job embedded experiences in international schools. 38 v Online professional development. 40 Online professional development experiences in the international schools. 41 Professional Development in International Schools.

45 International School Leadership. 46 School Leadership and Decision Making. 47 Impact of School Leadership. 51 School Leadership and Professional Development.

55 International School Leadership and Professional Development. 56 Theory of Professional Capital. 61 Professional Capital and Professional Development in International Schools. 70 Phase I: Instrument development.

71 Phase I: Data collection. 75 Phase I: Data analysis. 77 Phase II: Interviews. 80 Phase II: Instrument development.

81 Phase II: Participants. 81 Phase II: Data collection. 83 Phase II: Data analysis. 87 Role of the Researcher.

88 Chapter 4: Professional Development Experiences. 89 Reliability of Experiences. 91 Conference Experiences of International School Leaders. 91 Conference Experience of International School Teachers.

92 Conference Experiences of Elementary School Teachers. 93 Conference Experiences of Middle School Teachers. 94 Conference Experiences of High School Teachers. 94 Summary of Experience with Conferences.

95 Job-Embedded Experiences. 95 Job-Embedded Experiences of School Leaders. 96 vi Job-Embedded Experiences of International School Teachers. 96 Job-Embedded Experiences of Elementary School Teachers.

98 Job-Embedded Experiences of Middle School Teachers. 98 Job-Embedded Experiences of High School Teachers. 99 Summary of Job-Embedded Experiences. 100 Online Experiences of School Leaders.

100 Online Experiences of International Teachers. 101 Online Experiences of Elementary School Teachers. 102 Online Experiences of Middle School Teachers. 102 Online Experiences of High School Teachers.

103 Summary of Online Experiences. 104 Summary of Professional Development Experiences. 104 Chapter 5: Perceptions of Professional Development. 106 Reliability of Perceptions.

106 Phase I: Quantitative Analysis of Perceptions. 108 Perceptions of Conferences. 109 International school leaders’ perceptions of conferences. 109 International school teachers’ perceptions of conferences.

110 Summary of perceptions of conferences. 113 Perceptions of Job-Embedded Professional Development. 114 International school leaders’ perceptions of job-embedded professional development. 114 International school teachers’ perceptions of job-embedded professional development.

115 Summary of perceptions of job-embedded professional development. 118 Perceptions of Online Professional Development. 118 International school leaders’ perceptions of online PD. 119 International school teachers’ perceptions of online PD.

119 Summary of perceptions of online PD. 122 Perceptions and Decision Making. 122 School leaders’ perceptions and decision making. 123 International school teachers’ perceptions and decision making.

124 Summary of perceptions and decision making. 127 Professional Development Experiences and Perceptions. 128 Summary of Phase I Quantitative Analysis of Perceptions. 132 Phase II Qualitative Analysis of Perceptions.

133 Increase of Capabilities of Educators. 133 Adult learning and international educators. 134 Strategies for international educators. 137 Commitment to Professional Learning.

139 Access to professional development for international educators. 139 Funding for international educators. 140 Increasing Culture in International Schools. 142 Challenges for international schools.

143 Learning communities for international educators. 146 vii Reputation of international schools. 147 Summary of Phase II Qualitative Analysis of Perceptions. 149 Summary of Perceptions.

149 Chapter 6: Professional Development and Professional Capital. 151 Professional Capital Results and Reliability .