| Abstract: | This paper analyzes the self-efficacy, programmatic, and pedagogical needs of beginning Career Technical Education (CTE) teachers transitioning from industry as well as other academic subjects. To answer the research questions proposed in this record of study, the Tschannen-Moran and Woolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (TSES) and Conrad et al. CTE Leadership Self-Efficacy Scale (2020) were layered in a survey to understand how participating teachers rate their ability to carry out the needs of teaching and running a CTE program. From here, teachers were interviewed to gain context from the survey. Teacher interviews contributed to understanding the programmatic and pedagogical needs of beginning CTE teachers. The results of this sequential, explanatory mixed methods Record of Study showed the stark differences in teacher readiness for the CTE classroom setting. Teachers transitioning from industry had an average mean higher than that of teachers with prior experience in academic subjects but are now teaching CTE courses full time. These results were consistent across all subscales in the TSES as well as all subscales in CLSE survey portions. The interview portion of this study reinforced the findings that academic based teachers need support if they are to teach CTE and run a CTE program. Regardless of the background of beginning CTE teachers, results suggest a need for teacher support to mature their CTE program in accordance with the national standards of high quality CTE programs. This study emphasizes the need for more structured professional development in the area of CTE. Given the goals of CTE classes (i.e., to provide opportunities for populations of at-risk students and to shape the next generation of 21st century employees), the right person must be at the front of the classroom. Implications to the field that emerged from this study include educational leadership embracing the beginning CTE teacher, especially those that may be transitioning from other areas of education and providing them with ample support, outside of traditional credential requirements. With district designed PD, teachers can be supported within their context where institutional expectations and culture are acknowledged. The electronic version of this dissertation is accessible from https://hdl.handle.net/1969.1/198564 |
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