Date
4-2014
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Michelle Goodwin
Keywords
Bandura, Georgia, Maslow, National Board Certified teachers, phenomenology, validation
Disciplines
Educational Leadership | Teacher Education and Professional Development
Recommended Citation
Brantley, Kimberly, "Understanding Georgia's National Board Certified Teachers: A Phenomenological Approach to a Teacher's Perspective" (2014). Doctoral Dissertations and Projects. 810.
https://digitalcommons.liberty.edu/doctoral/810
Abstract
The purpose of this phenomenological study was to understand what it means to be a National Board Certified teacher (NBCT) in Georgia. Georgia teachers, distinguished with the NBCT title, participated in surveys and interviews which were analyzed qualitatively in order to understand the essence of being a National Board Certified teacher. Three themes emerged from this study. Georgia NBCTs are dedicated, passionate, and driven. They are reflective and use reflection to drive their instruction. Georgia NBCTs have a strong desire to improve their teaching and a strong need to have their teaching validated to ensure they are good teachers.
