| This study examined teachers' need perceptions for professional development according to their career phase, school setting, and gender. Career phase refers to a continuum of teacher development throughout a career. Included in this study were apprentice, professional, expert, and distinguished phases. School setting refers to the level of the school, i.e., elementary, middle, and high. A survey questionnaire attempted to determine career phase and perceived needs using the framework explained in Steffy, Wolfe, Pasch, and Enz (2000). A 47% response rate was realized with 996 of 2114 surveys returned. Descriptive and inferential statistics were used to analyze the data. Results indicated that a teacher's career phase affects the perceived need for the following activities: (1) Influencing school or district policy; (2) Attending a workshop on documenting student progress; (3) Being offered opportunities for leadership; (4) Learning to communicate with parents; (5) Teaching undergraduate and graduate courses; (6) Delivering formal or informal training sessions for colleagues; (7) Sharing expertise through writing for publications or conference presentations; (8) Learning about current research and best practices.; A teacher's school setting, elementary, middle, or high affects the perceived need for these activities: (1) Having opportunities to connect with other teachers; (2) Attending a workshop on documenting student progress; (3) Receiving support for reflection; (4) Learning to communicate with parents; (5) Learning to link standards for learning with assessment; (6) Having assistance with locating and selecting materials and supplies; (7) Attending a workshop on working with gifted and special needs students; (8) Learning about current research and best practices; (9) Serving in a formal leadership role in the school or district.; A teacher's gender affects the perceived need for these activities: (1) Having opportunities to connect with other teachers; (2) Attending a workshop on documenting student progress; (3) Receiving support for reflection; (4) Learning to link standards for learning with assessment; (5) Crafting new methods of instruction; (6) Having assistance with locating and selecting materials and supplies; (7) Attending a workshop on working with gifted and special needs students; (8) Learning current research and best practices. |
