An empirical assessment of Mississippi National Board Certified teachers' beliefs, perceptions, and attitudes regarding their experiences with the National Board Certification process

Leslie Walter Thompson

Abstract

This study examined Mississippi National Board Certified Teachers' beliefs, perceptions, and attitudes regarding their experiences with the National Board Certification Process. A total of 194 participants out of a total of 491 Mississippi National Board Certified Teachers whose e-mail addresses were available on the National Board for Professional Teaching Standards website completed the survey. Teachers answered the 41 question web based Mississippi National Board Certified Teachers' Survey, which included two open-ended questions asking how they felt the process could be improved, and the reasons they chose to seek National Board Certification. Analysis of the data revealed that overall National Board Teachers feel the process is a worthwhile professional development experience and that overall their experiences with the process were favorable. Likewise, National Board Teachers expressed that various constituents were supportive, and involvement in an organized support group assisted them in completing the certification process. Further analysis of the data revealed that becoming Board Certified enhanced interactions with various constituents. The data revealed that the variable age had an inverse significant relationship with the variables comprising the dimension of professional development. In addition, the variable years teaching was also found to have an inverse significant relationship with the variables comprising the dimension of support received. The results also indicated that teachers with higher educational degrees manifested significantly different means in support received and enhanced interactions. The results of this study indicate that overall teachers are satisfied with the certification process but that the National Board Office should conduct further research allowing National Board Teachers the opportunity to answer more open-ended questions regarding their experiences with the process. In addition, the National Board for Professional Teaching Standards Office may want to further question National Board Teachers to discover what areas of the process were not as positive as others in order to refine the process as a whole.