Date of Award
4-1-2020
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Chris Jenkins, Ph.D.
Second Advisor
Brandy Kamm, Ph.D.
Third Advisor
Charles Bindig, Ph.D.
Abstract
Self-efficacy is important to be a successful teacher. As a result of successful teacher demands, veteran traditionally certified and alternatively certified career and technical education (CTE) teachers must be aware of their perception of their self-efficacy. Bandura’s (1977) foundational theory on self-efficacy was utilized as a conceptual framework to demonstrate the perception of veteran traditionally and alternatively certified CTE teachers. This phenomenological study enlisted 17 participants to investigate their perception of their self-efficacy of veteran traditionally certified and alternatively certified CTE teachers. This phenomenological study utilized interviews as qualitative instrumentation methods to answer the two research questions. Narratives and tables were used to depict the findings. The findings revealed that participants possess a range of descriptions that focused on self-efficacy. This study identified four themes that included classroom management, students’ experiences, non-CTE administrators, and educators’ support/relationship and effectiveness of planning. The range of descriptions that focused on self-efficacy was a by-product of certification, clarity of the importance of CTE to future careers, and mentor builds stronger self-efficacy. The study revealed the range of descriptions that focused on the self-efficacy of the veteran traditionally certified and alternatively certified CTE teacher.