The national board of professional teaching certification: Teacher motivation, benefits, and burdens

The National Board of Professional Teaching Standards process is considered by some to be teacher professional development, which is a vital part of the field of education. This study investigated twelve educators who began the National Board process, studying their motivation to begin, the benefits they gained, and the burdens they faced. Each of the twelve participants was independently interviewed and then eight of them were brought together at the end for a focus group discussion. Nine of the twelve participants began the process and achieved certification and the other three participants began but did not complete the requirements. The findings included the fact that many of these educators went into the process blindly and for a variety of internal and external factors including wanting professional growth, a professional challenge, and the stipend that comes with certification. Eleven of the twelve had a support group to assist them in the process, and the main burden of the process was the amount of time that it took to complete the requirements. As the researcher as well as a participant in this study, I wanted to see if other educators had similar or different experiences with the National Board process. The findings suggest that while each participant has a unique and personal experience, their journeys also had numerous similarities.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Krause, Lisa

Contributors dc:contributor

• Johnston-Parsons, Marilyn A.
• McCarthey, Sarah J.
• Moller, Karla J.
• Sloat, Linda

• teacher professional development
• National Board for Professional Teaching Standards
• professional development
• teacher motivation

Statement dc:rights

• Copyright 2014 Lisa Krause

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/49424

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/49424