Date of Award
Doctor of Education (EdD)
Dr. Jesus Abrego
Dr. Alejandro Garcia
Dr. Hilda Silva
Career and Technical Education (CTE) has proven itself through substantial research, to provide a positive impact on the U.S. economy and the job market in its college and career preparedness of high school students. However, the ability of school districts in retaining competent CTE teachers is not as reassuring. The progressive years for any beginning CTE teacher are during their initial tenure in the profession. Teacher self-knowledge is also developed during these years inclusive of the occupational reflection of either removing oneself from or continuing as a teacher. Therefore, it can be stated that it is during this period when professional learning opportunities, or the lack thereof, can formulate a basis of a CTE teacher’s inherent decision to either remain or depart from the profession. From this presumption, the self-efficacy beliefs of beginning CTE teachers towards staff development is important to investigate to recognize if these experiences impact this construct.
This qualitative research will seek to explore the experiences of beginning CTE teachers in their participation in a school district-implemented externship as part of their required CTE beginning teacher induction staff development as well as the sentiments of their mentors and principals. It is the goal of this research to establish a connection to current existing theoretical constructs in this field from the data collecting process.
Alvarez, Raul Jr., "Career and Technical Education Teacher Self-Efficacy of Staff Development as Part of a Beginning Teacher Induction Program: A Qualitative Research of CTE Teacher Externs of a South Texas School District…From the Classroom to the Job Site, and Back Again" (2022). Theses and Dissertations - UTRGV. 1007.