Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Shariva White

Keywords

CTE, Career and Technical Education, Self-Efficacy, Leadership, Leadership Behaviors, Teacher Self-efficacy, Educational leadership, Administrative leadership, professional development, teacher leadership, supportive leadership, hermeneutic phenomenology, Maryland

Disciplines

Educational Leadership | Vocational Education

Abstract

The purpose of this hermeneutic phenomenological study was to understand the support of career and technical education teacher self-efficacy development for secondary public-school administrative leaders at West Central Maryland school districts. The theory guiding this study was behavioral leadership theory, as it provided a lens for understanding how leaders’ observable actions and interactions intentionally influence teachers’ confidence and professional growth. The central research question guiding this study was: What are the lived experiences of secondary public school administrative leaders as they support the development of self-efficacy in CTE teachers? This qualitative study utilized a hermeneutic phenomenological design informed by van Manen’s approach. Thirteen participants were selected through purposeful sampling from West Central Maryland school districts. Data was collected in three stages: individual interviews, focus groups, and journal prompts. Data analysis followed van Manen’s interpretive approach through an iterative, reflective thematic process involving open and axial coding in a structured codebook, followed by thematic analysis and interpretive reflection. The findings highlighted the complexity of CTE leadership, how administrators balance relationship- and task-oriented leadership behaviors to build teacher and leadership capacity, and the ways these efforts shape their roles and CTE programming.

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