Literacy Professional Learning: A Qualitative Study Among Elementary School Teachers
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Authors
Holland, Kelli
Issue Date
2026-06-01
Type
Dissertation
Language
en_US
Keywords
Education , Dissertations, Academic , Elementary school teachers , Teachers--Training of , Professional development , Literacy , Reading--Study and teaching (Elementary) , Education--Georgia , Self-efficacy
Alternative Title
Abstract
This qualitative study used narrative inquiry to examine the experiences of K-3 teachers as they completed the Georgia Literacy Academy online professional development program. Through in-depth interviews with eight Georgia elementary teachers, the study explored how educators made meaning of the required online training, how the program influenced their instructional confidence and literacy practices, and what professional needs remained unmet after completion of the modules. The narratives highlighted teachers’ perspectives as they navigated the implementation of a major statewide literacy initiative within their K-3 classrooms. Findings indicated that the training validated many existing classroom practices while also encouraging teachers to incorporate new instructional strategies aligned with literacy instruction and the Science of Reading. Many participants reported how completion of the modules strengthened their confidence, preparedness, and self-efficacy in teaching literacy. At the same time, teachers identified a continued need for sustained support beyond the online coursework, particularly through opportunities for collaboration, modeling, and practical application. Implications of this study suggest as school districts work to strengthen literacy instruction aligned with the Science of Reading, ongoing and job-embedded professional development is essential to support effective classroom implementation. Additionally, because self-efficacy influenced how teachers engaged with and applied the training, districts should intentionally design professional development experiences that build teachers’ confidence through supported practice, peer feedback, collaboration, and opportunities to observe student growth and instructional impact.
Description
Citation
Holland, Kelli. "Literacy Professional Learning: A Qualitative Study Among Elementary School Teachers,” Ed.D., Valdosta State University, 2026. Retrieved from https://hdl.handle.net/10428/7748
Publisher
License
This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.