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Self-Identified Professional Development Needs of Virginia Career and Technical Education Teachers

dc.contributor.authorLupton, Gary Tayloren
dc.contributor.committeechairPrice, William T.en
dc.contributor.committeememberWilliams, Thomas O.en
dc.contributor.committeememberMukuni, Joseph Silokaen
dc.contributor.committeememberBillingsley, Bonnie S.en
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2021-02-19T09:00:30Zen
dc.date.available2021-02-19T09:00:30Zen
dc.date.issued2021-02-18en
dc.description.abstractImproving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency's importance to the teacher's practice and the teacher's ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to calculate a Mean Weighted Discrepancy Score (MWDS) for each competency. Competencies were with the largest MWDS were identified as those most needed for teacher professional development. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differences in professional development topic rankings for on each demographic area. Mann-Whitney U testing and Kruskal-Wallis one-way analysis of variance test by ranks were used. The results of this study can be used by school divisions, schools, and professional development providers to benefit the work of CTE teachers and CTE programs.en
dc.description.abstractgeneralImproving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency's importance to the teacher's practice and the teacher's ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to identify the competencies most needed as professional development topics for Virginia CTE teachers. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differences in professional development topics for each demographic group. The results of this study can be used by school divisions, schools, and professional development providers to benefit the work of CTE teachers and CTE programs.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:29273en
dc.identifier.urihttp://hdl.handle.net/10919/102411en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectCareer and Technical Educationen
dc.subjectProfessional Developmenten
dc.subjectCTE Teacheren
dc.titleSelf-Identified Professional Development Needs of Virginia Career and Technical Education Teachersen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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