The purpose of this study was to determine the effects of a staff development program in writing process on (a) learners' quality of writing skills and (b) learners' attitudes toward writing. The investigator sought to determine whether differences in students' writing skills and attitudes toward writing exist between the learners of elementary classroom teachers trained in the Writing Process Staff Development Program and those learners of elementary classroom teachers not trained in Writing Process Staff Development Program within the same school system.; The sample consisted of 30 elementary classroom teachers randomly drawn from seven public elementary schools in the target school district, with 15 assigned to the treatment group and 15 to the no-treatment group. The treatment group participated in four three-hour staff-development sessions, scheduled within a two-week period.; At the end of a five-month period, the treatment and no-treatment group teachers were directed to present an established prompt to their students for an in-class writing response. A randomly selected sample of 120 pieces was secured for analysis. A writing attitude scale was administered to the learners of all the participating teachers.; The data analysis design was the Posttest-Only Control Group Design. A two-sample t-test for the differences between independent sample means was employed. The writing quality and attitude toward writing data were analyzed using the "MINITAB" software package.; The analysis of data resulted in the following conclusions: (1) The Writing Process Staff Development Program was effective in improving the quality of writing of a sample of intermediate level students, but showed a lack of a statistically significant effect on primary level students. (2) The Writing Process Staff Development Program was effective in improving the students' attitudes toward writing at both the primary and intermediate levels.
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