Combining Appreciative Inquiry and Emotional Intelligence

191 Pages·2017·3.02 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2014
Combining Appreciative Inquiry and Emotional
Intelligence to Understand and Improve the
Professional Development of K-12 Teachers
Jamie Elizabeth DeWitt
Walden University
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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Jamie DeWitt

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Richard Hammett, Committee Chairperson, Education Faculty
Dr. Earl Thomas, Committee Member, Education Faculty
Dr. Maria Schutt, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University
2014
Abstract

Combining Appreciative Inquiry and Emotional Intelligence to Understand and
Improve the Professional Development of K-12 Teachers
by
Jamie Elizabeth DeWitt

MA, California State University, San Bernardino, 2008
BA, University of California, San Diego, 1999

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
December 2014
Abstract
Creating meaningful and effective professional development (PD) programs for K-12
teachers is an ongoing challenge. The problem is exacerbated when PD models are
implemented without fully aligning PD resources and plans with the training needs of
teachers and the organization. The guiding question sought to understand the experiences
of teachers at an online charter school about the implementation of PD as a means for
improving student outcomes. The purpose of the study was to find ways to enhance PD in
order to improve student outcomes at the school. The conceptual framework for this
study is interwoven through the constructs of student-centered learning, adult learning
theory, transformational learning, self-directed learning, and emotional intelligence (EI).
A qualitative case study was used in an appreciative inquiry approach that included a
document review, written response survey, a positive assessment of EI skills, and focus
group interview with 5 teacher participants. The EI data were analyzed using descriptive
statistics to create an average EI profile for the group, and qualitative data were analyzed
using inductive and comparative techniques. The results indicated that the teachers
desired more focused PD that aligns to organizational goals, is collaborative, and includes
support from leadership. Results informed the design of a workshop for school
administrators focused on designing a PD implementation plan. This study promotes
positive social change by increasing understanding of teachers’ professional learning
experiences and proposes a research-derived PD planning and implementation cycle in
order to increase student achievement at the school.
Combining Appreciative Inquiry and Emotional Intelligence to Understand and
Improve the Professional Development of K-12 Teachers
by
Jamie Elizabeth DeWitt

MA, California State University, San Bernardino, 2008
BA, University of California, San Diego, 1999

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
December 2014
Dedication
This work is dedicated to my husband and children, whose love and support have
carried me through this process. I hope that my work is an inspiration to you to follow
your passions, and to know that through hard work you can make your dreams come true.
Acknowledgments
Many thanks to my co-workers for your time and energy in support of this
project. I am very grateful to work for an organization that supported my efforts towards
my degree.
A huge thanks to Dr. Richard Hammett, my doctoral chair, for your inspiration
and guidance through this journey. I cannot express my appreciation enough for your
patience, encouragement, and fantastic editorial skills. Thank you for all that you taught
me, especially how to eat an elephant. I am proud to say this elephant has been devoured!
Table of Contents
List of Tables .......................................................................................................................v
List of Figures .................................................................................................................... vi
Section 1: The Problem ........................................................................................................1
Introduction ....................................................................................................................1
Definition of the Problem ..............................................................................................2
Rationale ........................................................................................................................3
Evidence of the Problem at the Local Level ........................................................... 3
Evidence of the Problem from the Professional Literature ..................................... 8
Definitions....................................................................................................................10
Significance..................................................................................................................13
Guiding Question .........................................................................................................14
Review of the Literature ..............................................................................................14
Adult Learning Theories ....................................................................................... 15
Emotional Intelligence .......................................................................................... 19
PD…… ................................................................................................................. 21
Implications..................................................................................................................35
Summary ......................................................................................................................37
Section 2: The Methodology ............................................................................................39
Introduction ..................................................................................................................39
Research Design and Approach ...................................................................................39
Setting, Sample, and Participants.................................................................................42
i
Sampling Method .................................................................................................. 42
Sample................................................................................................................... 42
Eligibility and Participant Characteristics ............................................................ 42
Protection of Participants ...................................................................................... 43
Data Collection ............................................................................................................44
Appreciative Inquiry ............................................................................................. 44
Emotional Skills Assessment Process ................................................................... 48
Reliability and Validity of Instruments........................................................................51
Data Analysis ...............................................................................................................52
Validity and Reliability ......................................................................................... 54
Role of the Researcher .......................................................................................... 55
Findings........................................................................................................................55
Document Review Findings .................................................................................. 55
EI Skills Results .................................................................................................... 57
Email Interview Findings ...................................................................................... 59
Focus Group Interview Findings .......................................................................... 63
Summary of Outcomes Related to Research Question ......................................... 66
Summary ......................................................................................................................68
Section 3: The Project ........................................................................................................70
Introduction ..................................................................................................................70
Description and Goals ..................................................................................................71
Rationale ......................................................................................................................72
ii
Review of the Literature ..............................................................................................73
PD Design ............................................................................................................. 74
Coaching ............................................................................................................... 77
Observations ......................................................................................................... 82
Evaluations ............................................................................................................ 83
Implementation ............................................................................................................86
Potential Resources and Existing Supports........................................................... 87
Potential Barriers .................................................................................................. 88
Proposal for Implementation and Timetable......................................................... 88
Roles and Responsibilities of Student and Others ................................................ 88
Project Evaluation ........................................................................................................89
Implications Including Social Change .........................................................................91
Local Community ................................................................................................. 91
Far-Reaching ......................................................................................................... 92
Conclusion ...................................................................................................................93
Section 4: Reflections and Conclusions .............................................................................94
Introduction ..................................................................................................................94
Project Strengths ..........................................................................................................94
Recommendations for Remediation of Limitations .....................................................95
Scholarship ...................................................................................................................95
Project Development and Evaluation ...........................................................................96
Leadership and Change ................................................................................................96
iii