A Phenomenological Study of Teacher Efficacy in Career and Technical Education Coaching and Mentoring Programs
School of Education
Doctor of Education in Educational Leadership (EdD)
Terrell L. Elam
Career and Technical Education, Vision of Excellent Instruction Coaching and Mentoring Program, Coaching, Traditional Professional Development, Coaching, Mentoring, Self-efficacy
Curriculum and Instruction | Education
Largent-Necessary, Sharon Louise, "A Phenomenological Study of Teacher Efficacy in Career and Technical Education Coaching and Mentoring Programs" (2021). Doctoral Dissertations and Projects. 2931.
School districts are tasked with improving teacher performance in response to an overwhelming need for students who are both college and career-ready (Brand, Valent, & Browning, 2013). A lack of quality professional development programs specifically designed for Career and Technical Education (CTE) teachers that promote the development of teacher efficacy and instructional skills is a significant concern. The purpose of this transcendental phenomenological study is to describe the lived experiences with self-efficacy of CTE teachers who have participated in the Vision of Excellent Instruction in Career and Technical Education Coaching and Mentoring Program in Northeast Tennessee. This research study utilized Bandura’s self-efficacy theory (1986) related to the experiences of CTE teachers’ participation in the Vision of Excellent Instruction in Career and Technical Education Coaching and Mentoring Program and the perceived impact of the program on teacher self-efficacy. Self-efficacy guided the study as self-efficacy is influenced by mastery or non-mastery of experiences and is based on an individual’s perceived capabilities (Bandura, 1977). Purposeful criterion-based sampling was used to select Career and Technical Education teachers to participate in the study. Data were collected through a qualitative survey, individual interviews, and focus group. Qualitative analysis indicated factors such as self-awareness, professional growth, collaboration, and relationships impacted CTE teacher perceptions of efficacy in the classroom. Recommendations for future research include analysis of the perceptions of lived experiences of the CTE coaches.