Date of Graduation

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Adult and Lifelong Learning (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Grover, Kenda

Committee Member

Avery, Celeste

Second Committee Member

Paape, Johnathon

Keywords

adult education; adult education teacher; professional development; training

Abstract

This quantitative study will investigate the relationship between Arkansas adult education teachers' engagement in professional development and their average classroom achievement, as indicated by students' measurable skill gains (MSGs). The study, informed by Dreyfus's (2004) model of skill acquisition, will examine the impact of the quantity of professional development hours, teachers' employment status (full-time or part-time), and the focus of professional development (content versus other domains) on classroom outcomes. Survey data on professional development involvement will be collected from Arkansas adult education teachers using a cross-sectional, regression-based design and subsequently linked to achievement data from the LiteracyPro system. Five hypotheses will be tested using multiple regression models to examine simple main effects and interaction effects among professional development hours, employment status, and professional development focus. This study will address a gap in the literature by analyzing the relationship between professional development involvement and improvements in teaching and learning outcomes in adult education. The findings will provide policymakers and practitioners with significant evidence regarding the effects of investments in professional development, particularly for part-time educators. This will enhance the planning and execution of professional development efforts in Arkansas and nationwide.

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