Perceptions of Effective Professional Development in Science Instruction Among High School Educators to Enhance Student Engagement and Achievement

The study investigated the perspectives of high school teachers regarding professional development, aiming to introduce innovative and engaging science teaching methods in high schools throughout the Southeastern United States. Data was gathered to assess their views on how effectively professional development prepared them to implement innovative instructional strategies in their science classrooms, as well as the accessibility and impact of the scientific methods learned from these experiences.