Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

California Educators' Perceptions Of Mandated Professional Development For Teachers

Author

Durlynn Carol Anema, University of the Pacific

Date of Award

1984

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Education

First Advisor

William P. Bacon

First Committee Member

R. Eugene Rice

Second Committee Member

Michael B. Gilbert

Third Committee Member

Michael L. Davis

Fourth Committee Member

Fred Muskal

Abstract

Purposes. Professional development for renewal of California teacher credentials was mandated as the result of public concern about teacher competency, effectiveness and tenure. While such legislation was in the proposal stage, this study was made. The problem was to determine California teacher and administrator perceptions of proposed legislative mandates and implementing procedures. The study gathered and analyzed information about the perceptions of California public school teachers and administrators toward the acceptability of guidelines for periodic teacher credential renewal, if such legislation passed. Areas of inquiry included: (1) acceptable general principles, (2) favored activities to be included, (3) favored renewal periods and units needed for renewal, and (4) favored validation procedures for evidence of professional development fulfillment. Methodology. Data were gathered from a sample of 144 randomly selected California public school site administrators and teachers. Frequency distribution and Chi Square analysis were used for data analysis. Perceptions of California public school teachers and administrators were compared with trends in other states and professions and with specifics of the Hughes/Hart Educational Reform Act of 1983. Findings. Respondents appeared to agree that professional development should be a function of the local school district, with specification and control either by the district or the Commission on Teacher Credentialing. The requirements should be only for teachers who obtained a credential after a specified date. Respondents favored four sponsored activities and three personal activities, all of which should relate with the specific job. They favored renewal periods of five years with either five or fewer or six to ten as the designated number of semester units for renewal. Validation procedures most favored were achievement of passing grades in a college/university course with assessment by supervising principal, department head or other site administrator. Recommendations. Studies should be made to (1) achieve conclusive validation/assessment procedures, (2) ascertain acceptable specific areas for study, and (3) determine the best methods for the Commission on Teacher Credentialing to perform renewal procedures.

Pages

279

Recommended Citation

Anema, Durlynn Carol. (1984). California Educators' Perceptions Of Mandated Professional Development For Teachers. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/3319