Professional Development of Secondary Family and Consumer Sciences Educators in the Northwest United States: Demographics, Needs, Motivations, and Deterrents.

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Bibliographic Details
Title:	Professional Development of Secondary Family and Consumer Sciences Educators in the Northwest United States: Demographics, Needs, Motivations, and Deterrents.
Authors:	Ropski, Beth¹, Cannon, John¹, Meyer, Sonya¹
Source:	Journal of Family & Consumer Sciences Education. 2024, Vol. 41 Issue 1, p17-32. 16p.
Subject Terms:	*Teacher development, Consumer science
Geographic Terms:	United States
Abstract:	The purpose of this study was to explore secondary family and consumer sciences (FCS) educators' perceptions of professional development (PD) opportunities pertinent to their area of content, focusing on needs, access, motivations, and deterrents. A modified version of the Borich (1980) Needs Assessment Model was used to collect data from 328 active secondary FCS educators in Idaho, Montana, Oregon, Washington, and Wyoming. Participants rated competencies for FCS educators on a four-point Likert scale for both importance and competence. Mean weighted discrepancy scores were calculated to rank the competencies by perceived need. Statements on needs, access, motivations, and deterrents were ranked on a four-point Likert scale for analysis. Participants identified establishing student internships or jobs, keeping current on FCS trends and issues, and developing a variety of school-to-work/career activities were their highest PD needs. Additionally, PD specifically related to specific content area had the highest motivation value for participants. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The purpose of this study was to explore secondary family and consumer sciences (FCS) educators' perceptions of professional development (PD) opportunities pertinent to their area of content, focusing on needs, access, motivations, and deterrents. A modified version of the Borich (1980) Needs Assessment Model was used to collect data from 328 active secondary FCS educators in Idaho, Montana, Oregon, Washington, and Wyoming. Participants rated competencies for FCS educators on a four-point Likert scale for both importance and competence. Mean weighted discrepancy scores were calculated to rank the competencies by perceived need. Statements on needs, access, motivations, and deterrents were ranked on a four-point Likert scale for analysis. Participants identified establishing student internships or jobs, keeping current on FCS trends and issues, and developing a variety of school-to-work/career activities were their highest PD needs. Additionally, PD specifically related to specific content area had the highest motivation value for participants. [ABSTRACT FROM AUTHOR]
ISSN:	19385919