The Relationship Between Teacher Professional Development and Student Retention and Student Grade Point Average at a Historically Black University.

摘要

One Historically Black University, continually has struggled with poor retention rates among its African American students---a condition that can lead to poor living conditions for that population as well as an unstable national economy. Within the framework of the self-determination theory, the purpose of the study was to determine whether an association exists between (a) teacher professional development, student retention, and grade point average (GPA) and (b) the number of teacher development activities in which teachers participated in the last 2 years student retention, and GPA. Data for this descriptive correlational survey study were analyzed using descriptive statistical analysis and correlation. Results indicated overall positive relationships between teacher professional development, student retention, and GPA. In addition, teacher practices and professional development were found to be statistically significant predictors of student retention and GPA. Improving access to focused professional development activities for all teachers may contribute to improved student retention and student GPA. Improving these conditions may promote positive social change by increasing the number of minorities graduating from college and thus reducing the number of minorities living below the poverty level, many of whom turn to state and federal systems for support.