The Effects of Student Behavior on Career and Technical Education Teacher's Senses of Self- Efficacy

Abstract

Social cognitive theory (Bandura, 1986) establishes how the relationship between environmental factors and individual self-perception of outcome influences individual action. Due to contextual features within American schools, the experiences of Career and Technical Education (CTE) teachers are many times different than the experiences shared by traditional, academic subject matter teachers. This thesis explores the experiences of six CTE teachers within one CTE focused school setting to determine how these teacher’s senses of self-efficacy are effected by student behavior. Using a phenomenological qualitative research design, the interviewed participants established shared themes of a shift from teaching as just a job and a sense of not being prepared for the teaching profession, to one of viewing their students as “walking resumes” and a belief that student successes within the CTE industry are the reasons why these teachers continue teaching.