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Idaho Secondary Principals Perceptions of CTE Teachers' Professional Development Needs
The purpose of this research was to identify secondary principals’ perceptions of Career and Technical Education (CTE) teacher's professional development needs. A descriptive instrument based on Borich's (1980) Needs Assessment Model was completed by 128 respondents (N = 256).
Items related to teaching in a CTE program were used to rate the importance of specified items in regards to importance and competence of teachers. Mean Weighted Discrepancy Scores (MWDS) were used to prioritize perceived professional development needs. Teaching critical thinking skills and
motivating students were the items with the highest importance ratings. CTE teachers were perceived to be most competent at teaching safety and classroom management. “Motivating Students to Learn” was found to be the highest rated in-service priority as measured by the MWDS. The
findings offer direction for pre-service curriculum and in-service activities for CTE teachers. Input from principals and other stakeholders are a foundation for CTE in-service planning.
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Keywords: CTE; in-service; needs assessment; professional development; school principals
Document Type: Research Article
Publication date: 01 January 2013
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