An Analysis of Professional Development Preferences, Needs, and Engagement Among Family and Consumer Sciences Teachers in Illinois

Authors

• Sally E. ARNETT, Illinois State UniversityFollow

Keywords

family and consumer sciences professional development needs, professional development motivation and barriers

Disciplines

Adult and Continuing Education | Educational Leadership | Family and Consumer Sciences | Secondary Education and Teaching | Teacher Education and Professional Development | Vocational Education

Abstract

The purpose of this study was to identify the professional development preferences, needs, and engagement of family and consumer sciences (FCS) teachers in Illinois. Signature pedagogy and its three theoretical elements served as a foundational framework for structuring respondents' professional development considerations. Using a descriptive research design, data were collected through an online survey completed by 45 (42%) Illinois FCS teachers. Findings indicated that teachers preferred professional development that was offered in person, located within geographical proximity, and scheduled during contracted working hours. Respondents identified discipline-specific FCS content, effective lab management, and the integration of AI in an FCS classroom that could be readily applied in the classroom as their primary professional development needs and source of motivation for engagement. Time and financial constraints were identified as key barriers to professional development participation. Collectively, these findings provide timely and actionable insights that can inform the design of professional development and better equip FCS teachers to prepare students for success in an evolving workforce.

Recommended Citation

ARNETT, S. E. (2026). An Analysis of Professional Development Preferences, Needs, and Engagement Among Family and Consumer Sciences Teachers in Illinois. Journal of Research in Technical Careers, 10 (1). https://doi.org/10.9741/2578-2118.1184