Professional development: South Carolina family and consumer sciences secondary school teachers' experiences, facilitators, and opportunities

Abstract

This study used a descriptive and correlational design to examine relationships among selected personal and professional characteristics, professionad development experiences, facilitators, and opportunities of South Carolina secondary family and consumer sciences (FCS) secondeuy school teachers. Two models were developed to suggest various relationships among key variables based on Fullan's (1995) idea about the potential and limits of professional development. One model focused on experiences, the other on opportunities. A population of 496 middle, junior, senior, and occupational school FCS teachers in South Carolina's public schools yielded a sample of 217. A mailed questionnaire was used to collect data. A 71% (154) response rate was obtained. The data-producing Scimple consisted of 137 (63%) usable questionnaires. Results Indicated that half of the FCS secondary school teachers had a Master's degree. More Africem American, FCS teachers than White, nonHispanic FCS teachers have participated in professional development experiences relative to professional self-evaluation, group learning, smd teacher school improvement. The more education FCS teachers have the more likely they are to have participated In professional self-evaluation.