Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education and Organizational Leadership Development
Committee Chair/Advisor
Dr. Phillip Grant Jr.
Committee Member
Dr. Noelle Paufler
Committee Member
Dr. Angela Carter
Committee Member
Dr. Shanita Anderson
Abstract
Providing teachers with relevant professional development that uses current research is essential for school success; however, many schools struggle to implement professional development that teachers find beneficial. This study examined how providing on-going teacher-led professional development impacted teacher morale through the implementation of Lesson Study, a cyclical framework for professional development. Using improvement science tools, it was hypothesized that participation in Lesson Study would improve teacher morale by utilizing teacher autonomy and efficacy; however, the study found that collaboration was the driver for improving morale while supporting teacher autonomy and efficacy. Data collected in this study indicated that teacher morale is improved through the Lesson Study cycle. An additional finding was that collaboration is essential for positive teacher morale. The study provided valuable insight into the implementation of Lesson Study and the impact of collaborative learning on educator morale.
Recommended Citation
Blackwell, Caitlin, ""I Feel Really Jazzed Up": Using Lesson Study to Improve Teacher Morale in a Rural High School" (2026). All Dissertations. 4304.
https://open.clemson.edu/all_dissertations/4304