The purpose of this study was to gain an in-depth understanding of the perspectives of elementary teachers, elementary school administrators, and central office administrators toward the issue of professional development. Two research questions guided this study: How are the perceptions of these three groups alike? How are the perceptions of these three groups different?

This study used qualitative methodology to explore the feelings and opinions of these three groups toward the concept of professional development. The study used face-to-face interviews with each individual to obtain information on five aspects of professional developments. These five areas were: their best or most effective experiences; their worst or most ineffective experiences; a presentation that led to an actual change in their teaching or leadership style; their feelings concerning the amount of money spent each year on professional development; and their suggestions for any changes to improve professional development.

This study found several factors that were ranked as important to the success of professional development presentations. Findings show that longer presentations conducted at the school site produced a longer lasting impact. Follow-up to professional development sessions is very important for any new concepts to have a lasting effect. Job-embedded learning, especially at model schools, enables teachers to gain first hand knowledge of any new methodology being introduced.

Elementary teachers and elementary school administrators express the need to add increased time to the traditional school year for additional professional development. Central office administrators are more concerned with sustaining any new professional development concepts over time and encourage the use of locally trained curriculum coaches to help maintain such concepts. Educators must understand the theoretical base of any new programs to willingly embrace the ideas. Teachers who are allowed to work together show the ability to synthesize their educational backgrounds and experiences for the good of their students. Lastly, all three groups agree on the need to solicit ideas from classroom teachers.

Two additional findings came out of this study. First, the personality of the presenter of professional development has a tremendous influence on how well the individuals participating in the sessions learn and retain information presented at the sessions. Secondly, were the findings on the lack of accountability for tracking where funding is spent and the lack of follow-up to see what the results were for the funding expended.