Factors Leading Educators to Pursue a Doctorate Degree to Meet Professional Development Needs

Abstract

Aim/Purpose: This study investigates the professional development needs of educators with a Master’s degree and seeking or having a doctoral degree in education. Background: Understanding the professional development needs of educators is important for meeting these needs. The literature focuses on post-bachelor education but does not address professional development and doctoral degree needs. Methodology: Educators with a Master’s degree in education seeking or having completed a doctoral degree participated in one 30 minute semi-structured interview. Contribution: This research can be used as a guide for how to support Master’s-level educators seeking doctoral degrees. Findings: Master’s level students earning a doctorate degree in education found professional development satisfied through their programs when experiential learning opportunities were provided and in-depth institutional support. Recommendations for Practitioners: Educators seeking a doctorate degree in education to meet their professional development needs should seek out higher education opportunities that include mentorships and experiential learning opportunities. Recommendation for Researchers: Further research is necessary to understand how additional professional development needs can be met in higher education and in the creation of successful professional development partnerships. Impact on Society: Required teacher professional development can increase classroom performance if necessary educator needs are met. Future Research: Additional research on professional development successes in schools partnering with higher education institutions potentially for a dual purpose of obtaining doctorate degrees may provide an invaluable increase in classroom performance.