Independent schools emphasize student-centered missions, yet little is known about how the teachers in these settings experience and engage in professional development. The purpose of this qualitative study was to investigate the professional development experience of independent school teachers in New Jersey and to examine the factors that motivate, support, or constrain their engagement in professional learning. The research questions guiding this study were: What are the professional development experiences of independent school teachers in New Jersey, and what motivates them to engage in these experiences? What organizational and individual factors mediate New Jersey independent school teachers’ access to and engagement with professional development and learning? How can these findings inform changes in policy for independent school leaders surrounding teacher professional development?A qualitative research design was employed, consisting of six focus groups with 28 teachers from independent schools across New Jersey, followed by seven individual interviews to deepen and clarify emerging themes. Data were coded deductively using self-determination theory and the job demands-resources model, as well as inductively. Themes were constructed by examining patterns within and across groups in relation to the research questions and the study’s theoretical framework.Independent school teachers in this study reported that professional learning was most meaningful when it was both relevant and collaborative; however, they also noted that such opportunities were uncommon in their schools, which generated increased interest in off-campus learning activities. These teachers are motivated to engage in professional learning primarily when it clearly benefits their students. Autonomy and collegiality supported this motivation but were not typically the initial drivers of learning motivation. Teachers further described how, although schools often provided significant financial support and broad discretion to pursue learning off-campus, these supports were undermined by a lack of guidance and an overreliance on teacher self-direction.This study contributes to the limited research base on independent schools and their teachers. The findings suggest the need for school leaders to adopt more coherent professional development structures that balance teacher autonomy with intentional guidance, reduce structural barriers to learning, and ensure that PD aligns with both teacher needs and their student-centered missions.
Mark Francis DiGiovanni Jr. (Thu,) studied this question.