Business Educators' Perceptions of the Impact of Their Professional Development on Classroom Instruction.

Abstract Objective: This research investigated teachers' perceptions of the impact of professional development on the classroom instruction of secondary business teachers and the relationship between the impact of professional development and the number of hours spent in professional development. Background: Quality professional development for teachers can improve students learning. Research shows that more teacher skill and content knowledge translate into increased student achievement. Method: Descriptive and correlational research methods were used. Participants included 109 secondary business in one state who were asked to complete an online survey about the perceived impact professional development had on their classroom instruction and how many hours they spent in individual professional development during a 12-month time period. Results: Impact on instruction was considered positive since the average score of 118 reflected a modest agreement with impact statements. No significant correlation was found between the impact of professional development on instruction and the number of hours spent in professional development. Conclusion: Teachers revealed an overall satisfied attitude with the instructional impact professional development produced; however, more hours in professional development did not automatically translate into a perceived greater impact on instruction. Application: Professional development offerings should be carefully selected by the administrator and the teacher based on the needs of the teacher and his/her students. Introduction The purpose of high quality professional development is to improve student learning by improving, enhancing, or updating classroom instruction. Teachers are impacted through professional development because they learn to think and teach differently (PCBEE, 2005, Recognizing the need for change is seen as a condition for excellence in any school system (Crites, 2006). Professional development for the business educator has implications for teacher retention, curricula in teacher education programs, activities of professional organizations, as well as significant teaching improvements and student achievement (Crews, Moore, Rader, & Rowe, 2006). A resolute effort to maintain a knowledge base that is consistent with current trends can translate into positive results for students in secondary business classes. Purpose and Research Questions The purpose of this study was to investigate the perceived impact of professional development on business education teachers' classroom instruction. The following questions were answered: 1. What impact does professional development have on teachers' perceptions of the classroom instruction of secondary business teachers? 2. Is there a relationship between teachers' perceptions of the impact of professional development and the number of hours spent in professional development? Review of the Current Literature Professional development is the process that improves the job-related knowledge, skills, and attitudes of business educators (PCBEE, 2005), and the goals of this professional development are improved teaching and student learning. …