The purpose of this study was to examine the professional impact of the National Board Certification from the perspective of teachers who have achieved National Board Certification, which is granted through the National Board of Professional Teaching Standards. This phenomenological study involved interviews with 10 National Board Certified teachers who teach in a large urban school district in Illinois. The participants in this qualitative study participated in a face-to-face interview based on 14 open ended questions. The questions were designed to elicit responses that would allow for a better understanding of their views on how their professional practices were impacted through achievement of National Board Certification. Following the initial interview the transcripts were analyzed and coded. Themes emerged which led to a second interview (this time by telephone). Ultimately, this study included 20 interview-events.

The participants in this study were uniquely qualified to comment on their experiences since each participant had earned National Board Certification and was a practicing teacher. These teachers reported an impact on their views of professional development, self-reflection, teacher competency, teacher confidence and the professional teaching culture of the school in which they teach. Each participant responded that to some extent they perceive that they have become "better" teachers because of having completed the National Board process. The participants had their individual stories to share regarding their journey. The participants reported that the impact of National Board Certification on professional development, self-reflection, competence and confidence essentially resulted in their becoming more precise with their professional practices. However, the culture in which these teachers practice their craft has a strong influence on the building level teaching culture and the degree to which communication and collaboration occur in the building. This study suggests the more National Board teachers that are found to be practicing in a building the more likely the teaching culture is communicative and collaborative along the lines of a professional learning community.