December 2019
In June 2017, the Coalition for Psychology in Schools and Education updated the original Teacher Needs Survey (see “August 2006” below) to assess current professional development needs of educators. The Coalition sought to assess educators’ level of familiarity with the five core domains of the Top 20 Principles from Psychology for PreK-12 Teaching and Learning (i.e., classroom management, thinking and learning, motivation, social-emotional learning, and assessment) and efficacy for enacting these principles in the classroom. In addition, educators were asked to rate their familiarity with and confidence in addressing diversity and communication with parents as well as the type of training modality they would prefer for professional development options (e.g., on-line modules; face-to-face workshops). A total of 391 respondents from 44 states and Washington D.C. completed the survey.
In general, educators reported:
- High levels of familiarity with psychological principles except in the assessment domain where lower familiarity levels were reported.
- Mixed levels of confidence for classroom implementation of psychological principles across all domains included in the survey.
- Preference to receive professional development support through relatively traditional formats (e.g., print materials, online modules); however, that may be a function of the sample being comprised of relatively experienced educators.
Read the complete 2019 Report on the Teacher Needs Survey (PDF, 537KB)opens in new window for more information.