Professional Preparation Systems for Parenting Educators: Identification, Perceived Value, and Demand for a National Credential

Authors

Heidi E. Stolz, University of TennesseeFollow
Teri M. Henke, University of TennesseeFollow
Denise J. Brandon, University of TennesseeFollow
Juli M. Sams, University of TennesseeFollow

Volume

48

Issue

6

DOI

10.34068/joe.48.06.05

Abstract

The study reported here examined professional preparation systems (PPS) for parenting educators via an online survey of 324 Extension Specialists and members of the National Parenting Education Network (NPEN) and Certified Family Life Educator (CFLE) listservs. Eighty-one PPS of six general types were identified. Curriculum-specific training and university degrees were perceived as contributing more to parenting educator knowledge and skills than to professional identity, but the reverse was true for state-based credentials/certificates, state-based licenses, and a national parenting education credential. Eighty-six percent of respondents were somewhat likely or highly likely to pursue a national parenting education credential if one were developed.

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Recommended Citation

Stolz, H. E., Henke, T. M., Brandon, D. J., & Sams, J. M. (2010). Professional Preparation Systems for Parenting Educators: Identification, Perceived Value, and Demand for a National Credential. The Journal of Extension, 48(6), Article 5. https://doi.org/10.34068/joe.48.06.05