Teaching and learning style factors of National Board-certified teachers

PatsyDean K. Wallin

Abstract

This study examined the relationship between adult learning and teaching styles and success on the National Board for Professional Teaching Standards (NBPTS) certification process. The purposes of the study were (a) to generate a profile of adult learning and teaching style factors on NBPTS certified teachers as a group, (b) to generate a profile in each of the following areas of NBPTS certification: Early Childhood Generalist, Middle Childhood Generalist, Early Adolescence Generalist, Early Adolescence Language Arts, Early Adolescence/Young Adult Art, and Adolescence/Young Adult Math, and (c) to determine the relationship between success on the NBPTS and selected learning and teaching style factors. The survey instrument, Productivity Environmental Preference Survey (PEPS), was distributed to 450 National Board certified teachers, covering the years 1993-1997. The participants were classified by the six areas of certification only, and analyses were conducted on six certification groups of accomplished teachers. Analyses based on the PEPS indicate that certain learning and teaching style factors are common among accomplished teachers in all areas of certification, including the factors of Responsibility, Motivation, Morning Preference, Needing Intake, and Needing Light. Five PEPS factors discriminate between the six groups, including Tactile Preference, Preference to Work Alone or with Peers, Kinesthetic Preference, Persistence, and Preference to Learn and Teach in Several Ways. With an overall classification rate of 33.2%, it was concluded that valuable information may be obtained by using the PEPS in profiling learning and teaching style factors of National Board accomplished teachers.