Meneguzzo, James Mario
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This study examined the perspectives of high school teachers of mathematics related to professional development. Data were collected through interviewing high school mathematics teachers and the Appreciative Inquiry method was used to frame the study and to analyze data. Through data analysis, several themes emerged related to what high school mathematics teachers felt made professional development beneficial to them. The themes were centered on professional development that was relevant, content specific, and the development of skills that could be easily implemented in the classroom. Major findings support that modeling, time for reflection; hands on activities, discussion, and collaboration were highly desirable. Furthermore, data pointed to the need for teachers to receive feedback and administrative support to implement lessons from professional development. The findings also found that there is a relationship between professional development and the self-efficacy of high school mathematics teachers with respect to having successful experiences and the relationship to positive attitudes about professional development. Overall, findings from this study could help district and school leaders provide the kind of professional development that high school mathematics teachers feel would help improve their teacher practice.