Impact of Targeted Professional Development and Feedback on Teachers' Levels of Concern Regarding Curriculum Change

Abstract

Change is an inevitable part of a teacher’s career in a school setting. Change can be both a powerful opportunity for growth but can also be anxiety producing and challenging. This quasi-experimental research set out to investigate the impact targeted professional development and informal observation feedback have on teachers’ levels of concern as measured by the Stages of Concern Questionnaire. The pre-and post-survey results were analyzed through descriptive statistics and the research does indicate notable differences in stages of concern for teachers in the treatment and control groups. These findings support additional research to identify impactful supports for teachers experiencing change.