Thesis Format

Monograph

Engaging in Professional Development: Teachers’ Perspective on what is Needed to Engage

Jordon J. Bell, The University of Western OntarioFollow

Degree

Master of Arts

Program

Education

Supervisor

King, Colin B

Abstract

This thesis explores what Canadian elementary and secondary school teachers need to meaningfully engage in professional development (PD) related to supporting student mental health. Mental health distress is on the rise among school-aged children. With mental health support shortages in schools, the responsibility to support these students is falling to teachers. As teachers are not receiving the clinical training they need to act as step-in social workers and counsellors, there is a disconnection between existing PD and classroom realities. This study explores the question: What elements of PD do teachers identify as necessary for meaningful engagement? Using reflexive thematic analysis, this qualitative study draws on semi-structured interviews with twelve certified Ontario teachers affiliated with a large Southwestern university’s Bachelor of Education program. Grounded in Bandura’s self-efficacy theory, the findings reveal three key themes: barriers to engaging with PD, teachers’ preferred elements of effective PD, and the role of PD in facilitating teacher self-efficacy and wellbeing. Participants emphasized the need for flexible, collaborative, and teacher-informed PD. The study concludes that consideration of teachers’ lived experiences in the development of PD is crucial for engagement and teacher wellbeing.

Summary for Lay Audience

Student mental health challenges are on the rise. With shortages in psychological services in the education system, teachers are being asked to fill the gaps left behind and support students with their mental health. However, most teachers aren't trained to act in the place of a counsellor or social worker, and the PD they are currently being offered is not reflecting their growing responsibilities. This, then, is contributing to the decline of teacher wellbeing. To better understand what teachers need from professional development, this study interviewed 12 Ontario teachers on what they currently thought of current professional development being offered and what they needed to feel like they can more meaningfully engage with the content being delivered. The study found three main themes across interviews: barriers (e.g., added workload, top-down development) to engaging with professional development, what teachers wanted from professional development (flexible formats, opportunity to work collaboratively), and the professional development should help build teacher confidence in dealing with these new responsibilities.

Recommended Citation

Bell, Jordon J., "Engaging in Professional Development: Teachers’ Perspective on what is Needed to Engage" (2025). Electronic Thesis and Dissertation Repository. 10822.
https://ir.lib.uwo.ca/etd/10822