Browse Studies

Identifying the Wants and Needs of North Carolina Teachers

Institution:
University of North Carolina, Chapel Hill

Principal Investigator:
Petty,T., O'Conner, K., Dagenhart, D.

Date:
August 2003

Study Overview:

This study explored the wants and needs of North Carolina teachers in upper elementary, middle school, and high school mathematics, paying particular attention to the differences in the wants and needs of National Board Certified Teachers (NBCTs) and those teachers who had not achieved National Board Certification.

A significant difference between upper elementary and middle school NBCTs and non-NBCTs was found with respect to the need of autonomy: NBCTs desire a greater voice in decisions made at their schools, while non-NBCTs do not. Between teachers, there were other significant differences in the professional development needs of the upper elementary NBCTs and non-NBCTs, including time needed to pursue study, to research independently, and to read professional journals. NBCTs expressed a greater need for these activities. One professional activity need expressed—serving in leadership roles—proved to be statistically significant between the two groups of teachers with NBCTs expressing a greater need to be leaders.

A significant difference between high school NBCTs and non-NBCTs was found with respect to the need for recognition of accomplishments. NBCTs wanted to be recognized for their achievements and serve as professional development leaders and in other leadership roles. Another significant difference between NBCTs and non-NBCTs was related to job satisfaction, with NBCTs being more satisfied in their current teaching positions.

Finally, these three groups of teachers were combined and the results were as follows:

Of all teachers surveyed (upper elementary, middle school, and high school), significant differences were found among NBCTs and non-NBCTs. NBCTs want to serve in leadership roles, including professional development leaders, student-teacher supervisors, and team leaders and mentors. NBCTs want more autonomy, tend to integrate their work into all aspects of their lives, take risks, use professional journals, and want to be recognized for their accomplishments. NBCTs report higher job satisfaction than do non-NBCTs.

 

Main Research Questions:

1. What are the dispositions of NBCTs upon achieving certification?

Publications:

• Full Text of Study (PDF - 450kb)

Subject Area:
NBCT Leadership