Teacher Preparation/Licensure in Career and Technical Education: A Public Policy Analysis

Walter, Richard A.; Gray, Kenneth

doi:10.5328/jver27.1.131

Cited by 17 publications

(7 citation statements)

References 2 publications

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“…Research has found evidence of this shift away from needing a bachelor's degree for initial certification, because many CTE fields do not require a bachelor's degree in the field of work (Bazile & Walter, 2009). Feistritzer (2009) indicated that most teachers who enter teaching through an alternative pathway have at least a bachelor's degree; however, supporting the finding of this study, Walter and Gray (2002) indicated that alternatively certified CTE teachers are less likely to hold a bachelor's degree and are further removed from college. In a National Center for Education Information (NCEI, 2010) survey, 47% of teachers who entered the profession through an alternative pathway would not have become a teacher if an alternative route did not exist.…”

Section: Discussionsupporting

confidence: 68%

Untitled

2020

jots

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Career and technical education (CTE) continues to face an annual shortage of qualified teachers in the profession. This shortage has caused an increase in the use of alternative certification/ licensure pathways across all 50 states and the District of Columbia. These alternative pathways are highly divergent from state to state. Limited research has investigated the alternative certification/licensure requirements that may contribute to CTE teacher shortage. This predictive correlational study looked to determine if CTE alternative certification/ licensure requirements could predict CTE teacher shortages. It was found that CTE alternative certification/licensure requirements were not a good predictor of CTE teacher shortage.

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Section: Discussionsupporting

confidence: 68%

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2020

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“…In general, approximately 25% of new teachers in the US leave the teaching profession before the third year on the job (Skaalvik & Skaalvik, 2011). Many teachers in CTE related areas leave the teaching profession for a variety of reasons (Ruhland & Bremer, 2003;Walter & Gray, 2002;Song, Martens, McCharen, & Ausburn, 2011), such as, job dissatisfaction, career dissatisfaction, available opportunities, or job performance (Rhodes & Doering, 1983). Job satisfaction is one of the most studied topics in organizational psychology (Judge, Weiss, Kammeyer-Mueller, & Hulin, 2017) because of its positive impact on job performance in general and turnover intentions (Skaalvik & Skaalvik, 2011).…”

Section: Job Satisfaction Work Engagement and Turnover Intention Ofmentioning

confidence: 99%

Job satisfaction, work engagement, and turnover intention of CTE health science teachers

Park

Johnson

2019

IJRVET

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Context: The healthcare profession is one of the largest growing occupations in the United States. Yet, there is a shortage of healthcare professionals and the situation is further compounded by insufficient instructors to prepare individuals to provide safe and quality care. A number of teachers leave the profession within 3 to 5 years of work in the classroom. It is important to ensure that teachers are satisfied and engaged at work because of the positive impact these job attitudes contribute to performance. Considering the importance of Career and Technical Education (CTE) health science teachers to the health sector, there is need to examine teacher job satisfaction and work engagement and the impact this may have on turnover intention. The purpose of this study is to examine the relationships between job satisfaction, work engagement, and turnover intention of CTE health science teachers in the United States (US).Approach: In this study, hierarchical multiple regression was used to analyze a total of 249 responses from CTE health science teachers in the State of Texas in the US.Findings: The results showed positive correlations between job satisfaction and work engagement. Additionally, job satisfaction and work engagement were negatively correlated with turnover intention. The finding also indicated that work engagement did not moderate the relationship between job satisfaction and turnover intention.Conclusions: This study builds on the work of previous researchers by further supporting the links between job satisfaction, work engagement, and turnover intention specifically in the context of teachers in CTE health science. Leaders in academic settings play a role in ensuring that strategies are in place to satisfy and engage teachers as practical ways to reduce turnover intention. In particular, administrative leaders should recognize teachers’ contributions, provide development opportunities, and promote challenging responsibilities and autonomy within the classroom. It is critical to have adequate and qualified teachers to prepare individuals to deliver safe and quality healthcare.

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“…Traditionally, teachers in trade and industrial (T&I) and health occupations have been alternatively certified on the basis of their occupational competence, while the majority of CTE teachers (e.g., agriculture, family and consumer sciences, business, marketing, and technology education) enter the teaching profession via the traditional four-year baccalaureate degree (Walter & Gray, 2002). In 1994, more than 45% of secondary trade and industrial education teachers did not have bachelor's degrees (Lynch, 1996).…”

Section: Certification Procedures In Career and Technical Educationmentioning

confidence: 99%

A Study of Supervisor and Employee Perceptions of Work Attitudes in Information Age Manufacturing Industries

Azam¹,

Brauchle²

2003

j vocat educ res

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publishes refereed articles that examine research and research-related topics in vocational education, career and technical education, preparation for work, and the workplace. The JVER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in the JVER. Page costs are not typically assessed. However, if a manuscript is accepted, authors will be asked either to supply camera-ready tables and figures, or pay for the costs incurred in preparing complex tables and figures for publication.Printed by The Ohio State University, Columbus, OH. The Journal of Vocational Education ResearchMANUSCRIPT PREPARATION. One (1) electronic copy (on floppy disk, CD, or email) of the manuscript should be submitted to the Editor. The electronic version must be in MS Word version 6 or higher. All lines should be numbered. Manuscripts typically range in length from 20 to 30 double-spaced pages including references, tables, and figures. Text, references, and tables must be prepared according to the guidelines detailed in the Publication Manual of the American Psychological Association (5th edition). The title page should include the title of the article, and the name, affiliation, mailing address, e-mail address, and telephone number for each author. Each manuscript must be accompanied by an abstract of no more than 150 words and all lines in the manuscript must be consecutively numbered. The receipt of all manuscripts will be acknowledged within one week of receipt. Manuscripts are subjected to a double-blind refereed review process. Typically, three individuals, plus the Editor, review each manuscript. Reviewers' comments and a letter indicating the publication decision will be sent to the primary author approximately 3-4 months following receipt. Manuscripts accepted for publication are usually published within one year of formal acceptance. To defray rising publication costs, authors who are not members of AVERA will be required to pay a $50.00 fee if their manuscript is accepted for publication. Published authors will receive two complimentary copies of the JVER. READER COMMENTSThe Journal welcomes comments from readers on articles that have appeared in recent issues. Submitted comments must speak directly to content of the article of reference, not exceed four manuscripts pages, and conform to APA reporting format. These manuscripts may be sent out for peer review at the Editor's discretion. Author(s) of the original article will have an option of responding to published comments of their work. SUBSCRIPTIONSThe JVER is included in regular and student ...

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Teacher Preparation/Licensure in Career and Technical Education: A Public Policy Analysis

Cited by 17 publications

References 2 publications

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Job satisfaction, work engagement, and turnover intention of CTE health science teachers

A Study of Supervisor and Employee Perceptions of Work Attitudes in Information Age Manufacturing Industries

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