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oai:keep.lib.asu.edu:node-2025862025-09-26T18:31:28Zoai_pmh:alloai_pmh:repo_items

202586 https://hdl.handle.net/2286/R.2.N.202586 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2025 148 pages Doctoral Dissertation Academic theses en McCabe Herron, Ashley Peters, Randal LaRock, Brody Dunnigan, James Arizona State University Partial requirement for: Ed.D., Arizona State University, 2025 Field of study: Educational Leadership and Policy Studies This action research study explores how self-directed professional learning influences teacher agency and satisfaction within a suburban TK-8 public school in Washington State. Grounded in Self-Determination Theory and the Practical-Evaluative Teacher Agency Model, the study investigates the impact of a Professional Learning Engagement Program (PLEP) designed to enhance autonomy, competence, and relatedness among educators. Utilizing a mixed methods approach within a pragmatist paradigm, the study engaged six purposefully selected teachers across elementary and middle school levels. Quantitative data were gathered through pre- and post-implementation Likert-scale surveys assessing five constructs of professional learning: relevance, engagement, support, growth, and autonomy. Qualitative data included weekly reflection journals, narrative interviews, meeting minutes, and artifacts from a collaborative online Shared Resource Hub. Findings revealed that teacher satisfaction with professional development increased significantly when learning was self-directed, collaborative, and contextually relevant. Participants reported enhanced feelings of ownership, motivation, and professional competence, as well as strengthened collective agency among peers. The study concludes that supporting teacher-led inquiry and choice within professional learning structures can foster sustainable instructional growth, strengthen school culture, and counter the limitations of traditional top-down professional development models. The research contributes to the growing call for autonomy-supportive learning environments and highlights the transformative potential of self-directed professional development in nurturing teacher agency and systemic change. Educational leadership Teacher Education Pedagogy Adult Learning Professional Development Self-determination Theory self-directed professional learning teacher agency teacher engagement Fueling the Fire Within: Self-Directed Learning as a Catalyst for Teacher Agency and Autonomy