Date of Graduation

12-2011

Document Type

Dissertation

Degree Name

Doctor of Education in Human Resource and Workforce Development (EdD)

Degree Level

Graduate

Department

Rehabilitation, Human Resources and Communication Disorders

Advisor

David M. Deggs

Committee Member

Jack B. De Vore

Second Committee Member

Dale E. Thompson

Keywords

Career and technical education, Teaching efficacy, Technical colleges

Abstract

The purpose of this study was to examine the levels of teaching efficacy among postsecondary career and technical education faculty at Kansas technical and community colleges. Postsecondary career and technical education faculty at Kansas technical and community colleges were asked to complete an instrument designed to measure their levels of teaching efficacy based upon a modified version of the Teachers' Sense of Efficacy Scale, originally developed by Woolfolk and Hoy (1998). The entire population of postsecondary career and technical education faculty from Kansas technical and community colleges (N=726) were surveyed and a total of n=181 (24.9%) completed the instrument. Data gathered through the study was factor analyzed and three types of teaching efficacy were identified among postsecondary career and technical education faculty at Kansas technical and community colleges: classroom management, instructional practices, student engagement. Independent sample t-tests indicated that levels of teaching efficacy in classroom management and student engagement were not significant based upon whether or not the faculty member held a teaching degree. However, a statistically significant difference was found among those faculty who held a teaching degree for their level of instructional practices efficacy (t(179) = 2.116, p=.036). Pearson's Product Moment Correlation Coefficient analysis indicated no statistically significant relationship between the variables of years of teaching service and years of industry experience when compared to the three types of teaching efficacy (classroom management, instructional practices, and student engagement).

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