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dc.contributor.authorRobinett, Susan Kirbyen_US
dc.date.accessioned2014-03-14T21:11:39Z
dc.date.available2014-03-14T21:11:39Z
dc.date.issued2001-05-10en_US
dc.identifier.otheretd-05232001-213049en_US
dc.identifier.urihttp://hdl.handle.net/10919/37912
dc.description.abstractThis study identified the perceived professional development needs of secondary business educators in West Virginia related to professional and business education content competency areas. A population of 408 secondary business educators was randomly assigned to two groups to evaluate their perceived professional development needs. A total of 104 (51.40% of 202) respondents reported their perceived need for professional development for professional competencies based on Policy 5310: Performance Evaluation of School Personnel of the West Virginia Department of Education. Also, a total of 89 (43.0% of 206) respondents indicated their perceived need for professional development for business education content competencies based on the NBEA's National Standards for Business Education. Data analyzed using frequency analyses revealed that the highest rated perceived professional development needs related to professional competencies were found in the areas of Programs of Study, Classroom Climate, and Instructional Management Systems. It was further determined that the highest rated perceived professional development needs related to business education content competencies were found in the areas of Information Systems, Career Development, and International Business. The one-way ANOVA analyses did not find differences among teachers' perceived professional development needs based on years of teaching experience or educational level for professional competencies or for business education content with the exception of the competency areas of Accounting and Business Law. In both of these areas, the post-hoc statistical analysis revealed differences among the educational levels of teachers, with respondents who had an Ed.S degree reporting a higher level of need than those with bachelor's or master's degrees. Overall, teachers perceived a higher need for professional development activities in the business education content areas than in the professional competencies. Findings of the study indicate that professional development activities should be relevant to teachers' needs. This study found specifically that business education teachers were most interested in technology-driven subject matter, technology integration into classroom learning, and general economic awareness and career awareness of international and technological occupations. In addition, all areas of methodology, professional competencies and content area competencies, should integrated into professional development activities to prepare teachers to effectively disseminate the content to ensure student learning.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartetd.pdf.pdfen_US
dc.relation.haspartabstract.pdf.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectbusiness education competenciesen_US
dc.subjectbusiness education teachersen_US
dc.subjectprofessional developmenten_US
dc.subjectprofessional competenciesen_US
dc.subjectstandardsen_US
dc.titlePerceived Professional Development Needs of Business Education Teachers in West Virginiaen_US
dc.typeDissertationen_US
dc.contributor.departmentVocational and Technical Educationen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineVocational and Technical Educationen_US
dc.contributor.committeechairStewart, Daisy L.en_US
dc.contributor.committeememberMagliaro, Susan G.en_US
dc.contributor.committeememberHeath-Camp, Betty A.en_US
dc.contributor.committeememberWhite, Clarence D.en_US
dc.contributor.committeememberFortune, Jimmie C.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05232001-213049/en_US
dc.date.sdate2001-05-23en_US
dc.date.rdate2002-05-24
dc.date.adate2001-05-24en_US


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