Program Management Needs of Family and Consumer Sciences Teachers in Idaho

Abstract

The purpose of the study was to assess Idaho secondary family and consumer sciences (FACS) teachers’ perceptions of importance, competence, and professional development needs related to specific program management competencies. Approximately 60% (n=86) of the state’s FACS teachers completed the online survey. The survey collected demographic data and allowed respondents to rate 24 program management items. Means, standard deviations, and mean weighted discrepancy scores (MWDS) were calculated for data analysis. Among the program management competencies, FACS teachers indicated that developing relationships with fellow teachers and administrators to be of highest importance and felt least competent with conducting an adult program. The MWDS calculation revealed grant writing/funding opportunities, understanding funding sources, and developing public relations as priority areas for program management needs of FACS teachers. Implications for the professional development needs of FACS teachers and future research are discussed.