Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Jo Campbell

Committee Member

Matthew Delaney

Committee Member

Kimberly Durham

Keywords

Career and Technical Education (CTE), professional development, teacher efficacy, job-embedded training, workforce readiness

Abstract

This qualitative case study explores the connection between teacher perceptions of job-embedded professional development (PD) and their efficacy in implementing career and technical education (CTE) programs. The study focuses on the role of PD activities—such as mentorship, workshops, and conferences—in equipping teachers with the necessary tools to prepare students for workforce readiness. The researcher conducted semi-structured interviews with 8 of the 15 high school teachers from a rural school district, analyzing their perspectives on the effectiveness of PD in enhancing their ability to integrate technology and technical skills into the curriculum.

Findings revealed seven major themes: (a) the need for professional development and training, (b) the relevance of CTE and technology skills to workforce readiness, (c) lack of resources and support for implementation, (d) the need for more technical skills in the curriculum, (e) lack of interest from students and personnel, (f) barriers related to funding and space, and (g) administrative and community support. The research highlighted the importance of ongoing training and support, emphasizing that teacher efficacy is closely tied to the quality of PD opportunities. Furthermore, the study found that aligning curricula with local workforce needs and ensuring adequate resources are key to successful program implementation.

Implications suggest the need for consistent communication, professional mentoring, and school-wide implementation strategies. Teachers expressed a desire for more time for planning and collaboration, as well as clearer, consistent behavioral expectations across classrooms. This study contributes to the understanding of how PD can impact teacher preparedness and student success in workforce-related education.

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