Professional Development Priorities of Idaho Business Teachers: An Examination of a Set of Competencies Associated with Teaching and Learning.

Abstract Purpose: The purpose of this study was to determine the perceived teaching and learning professional development needs of [state] secondary business teachers (N =233) in order to guide pre-service curriculum development and in-service training activities. Method: Sixty-two percent (n = 146) of the 233 teachers completed a survey instrument based on Borich's (1980) Needs Assessment Model. Calculated means and standard deviations represent importance and competence ratings for each instructional item, while mean weighted discrepancy scores (MWDS) inform the prioritization of in-service needs. Results: Results showed that pre-service training priorities should address motivating students to learn, using productivity software, and teaching students to think critically/creatively. Priority areas for in-service training needs associated with teaching and learning include teaching students to think critically/creatively designing/developing digital-age learning assessments, and motivating students to learn. Introduction A nation's prosperity, security, and future well-being are dependent upon the success that its educational system has in preparing students with the knowledge and skills necessary to compete in a global environment. Those on the front lines, our teachers, play a critical role in this endeavor. National Education Association President Dennis Van Roekel stated, "The key to turning out great students is great teachers" (2009, p. 2). Other national leaders also recognize the importance of teachers. In a July 2009 speech, Secretary of Education Arne Duncan discussed the need for school improvement. Within his comments he identified many critical concepts, including the importance of "excellence in teaching and good professional development" (p. 3) for teachers. The professional development of career and technical education (CTE) teachers is particularly important in that it addresses content areas that continuously evolve and advance (Fletcher Jr., 2006; Joerger, 2002; Medrich, 2005; Rojewski, 2002). Within the CTE content area of business education, the value of professional development for teachers is well documented by the Policies Commission for Business and Economic Education and other researchers and leaders in the profession (Crews, Moore, Rader, & Rowe, 2006; National Business Education Association (NBEA), 1997-2009; Shumack & Forde, 2008). Despite the agreed upon importance of professional development for teachers, little research literature related to the identification and ranking of specific preservice and in-service needs of business teachers exist. Crews and Bodenhamer's (2009) study of in-service business teachers' perceptions of priority areas for pre-service business teacher preparation programs was the only study found that prioritized professional development needs of business teachers, and it focused exclusively on pre-service needs. The 2009 study found that business teachers believed classroom management, curriculum development, computer application skills, student motivation, and instructional strategies to be the top five most important topics that should be included within a pre-service business education methods course. Broadening the scope of the literature review to all areas of CTE revealed a number of studies that sought to identify and prioritize professional development needs of teachers. Ruhland and Bremer's (2002) qualitative study of professional development needs of novice CTE teachers identified classroom management, curriculum development, and working with special populations to be of particular importance. Wichowski and Heberley (2004) surveyed state directors of career and technical education in order to identify priorities for professional development. They found that dual enrollment, integration of academics, reading programs, career clusters, and technical skill updating to be the highest rated needs. Within CTE fields, agricultural education has the most extensive body of research examining the in-service and professional development needs of its teachers. …