A study of the professional growth needs of teachers holding professional clear teaching credentials in California

The purposes of this study were to investigate the professional growth needs of teachers in California and to assess their need satisfaction, with additional reference made to their perceptions of the Professional Growth Plan(s). Twenty-five professional opportunities were listed in the professional growth needs assessment survey instrument created by the researcher, and the subjects under study were asked to identify their needs and to evaluate their need satisfaction in relation to these professional opportunities. The population selected for this study was the Professional Clear Multiple Subject Teaching Credential holders prepared by the Gladys L. Benerd School of Education at the University of the Pacific between 1985 and 1991. The data collected from the survey instrument and telephone interviews were used to determine the extent to which the subjects\u27 identified professional growth needs were met, and to examine whether California\u27s mandated requirements for professional growth were perceived as being able to facilitate the subjects\u27 need satisfaction. The findings of this study suggest that there is no universal growth path that addresses teachers\u27 professional needs. For a better understanding of their needs, continuous needs assessments should be conducted. In order to maximize teachers\u27 commitment to professional growth, the system should strive to remove obstacles, build in support, and extend growth opportunities. A growth-oriented system seems to hold a greater promise of success for teachers\u27 professional growth than does an accountability system