An investigation of support, goals, and incentives among minority and nonminority National Board Certified Teachers

Melissa Salana Collins

Abstract

National Board Professional for Teaching Standards play a pivotal role in the classroom of National Board Certified Teachers (NBCT). NBCTs have been recognized for increasing student achievement. There are more than 90,000 NBCTs in schools across the United States, but the ratio of nonminority to minority NBCTs, according to the National Board for Professional Teaching Standards report of 2004, was 89% to 11%. The intent of this study was to examine the levels of support among minority and nonminority NBCTs to determine which combination of support factors and incentives would best predict the successful completion of the NBCT process by minority vs. nonminority candidates. To answer this question, the author used a survey designed by Dr. Vonda Benham, a graduate from the University of Sarasota, to collect the data needed to examine the level of support provided by six organizations. The support categories were: financial, moral, collaborative, and assistance with the portfolio and assessment center. The author also examined the goals and incentives categories such as, self-improvement, salary, recognition, opportunity for leadership roles, consultant roles, and certification reciprocity offered to NBCTs during their candidacy. The survey also allowed the NBCTs the opportunity to provide additional written comments about the support, goals, and incentives received. The sample population of the study consisted of 246 NBCTs. The results of the study suggest that there was no statistical difference in the levels of support, goals, and incentives received among minority and nonminority NBCTs during their candidacy. The basic behavioral assumption of the research hypothesis, that minority and nonminority NBCTs hold different attitudes toward cognitive and abstract objects related to their occupational roles, was not supported.