Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
Shariva White
Keywords
Education, Career and Technical Education, CTE, CTE Teachers, Lateral Entry Teachers, Secondary School, self-efficacy, alternative teacher certification, professional development
Disciplines
Education | Vocational Education
Recommended Citation
Jackson, Chunnisee T., "Lateral Entry Secondary Career and Technical Education Teachers' Perception of Teacher Self-Efficacy: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5843.
https://digitalcommons.liberty.edu/doctoral/5843
Abstract
The purpose of this transcendental phenomenological study was to describe lateral entry career and technical education (CTE) teachers’ experiences with self-efficacy within a secondary school in the southcentral region of the United States. Guided by Bandura’s self-efficacy theory, the study aimed to uncover the subjective experiences and perspectives of lateral entry CTE teachers as they navigated their teaching roles. The central research question addressed was: How did lateral entry CTE teachers describe experiences of self-efficacy development in a secondary school in the southcentral region of the United States? A sample of 10 lateral entry secondary CTE teachers who meet all study criteria were selected. Data was collected through semi-structured individual interviews, focus groups, and audio journaling to facilitate triangulation. The analysis of the data involved horizonalization the data, clustering common experiences, and developing textural and structural descriptions of the essence of the phenomenon. The results of the study revealed three main themes: supportive leadership, instructional support, and professional development. These themes highlighted the significant influence of administrative support, mentorship from experienced educators, and opportunities for reflective practice on lateral entry CTE teachers’ self-efficacy development. Through supportive leadership, teachers felt empowered and confident in their roles, while instructional support and mentorship provided valuable guidance and strategies for navigating the challenges of teaching. Additionally, opportunities for reflection and professional development were essential for enhancing teaching effectiveness and addressing diverse student needs.
