Attrition of Career & Technical Education (CTE) Teachers: A Phenomenological Analysis of Former Secondary CTE Teachers
type: CreativeWork
description: Career and Technical Education (CTE) provides secondary high school students with skill-based instruction in technical programs that lead to high-wage, high-demand career opportunities. CTE secondary teachers are critical in student skill achievement through industry-based skill development, career exploration, and work-based learning opportunities. However, CTE teacher shortages echo the need to address teacher attrition so that high-quality CTE programs continue to impact students' career goals and further support community economic growth. The purpose of this study is to utilize an Interpretative Phenomenological Analysis (IPA) with former secondary CTE teachers to gather their experiences and perspectives related to the decision to leave the classroom. Upon data collection, eight themes emerged as to why secondary CTE teachers chose to leave the classroom. Applying Fessler and Christensens' (1992) model, The Teacher Career Cycle, the eight stages of teacher career progression were applied to the participants in the study. The Family and Consumer Sciences Body of Knowledge was also applied to evaluate the perennial issue of teacher attrition. The emerging themes include insufficient salary, lack of career progression, teacher burnout, the development of a quality work-life balance, the desire for ongoing administrative support, inequality among CTE content, the lack of access to resources, and the need for mentorship. Findings will provide educator preparation programs, including traditional teacher certification programs, alternative-teacher certification programs, and hiring school districts with the data and suggestions to better support CTE teachers in the future and reduce attrition rates among this specialty teacher workforce.
abstract: Career and Technical Education (CTE) provides secondary high school students with skill-based instruction in technical programs that lead to high-wage, high-demand career opportunities. CTE secondary teachers are critical in student skill achievement through industry-based skill development, career exploration, and work-based learning opportunities. However, CTE teacher shortages echo the need to address teacher attrition so that high-quality CTE programs continue to impact students' career goals and further support community economic growth. The purpose of this study is to utilize an Interpretative Phenomenological Analysis (IPA) with former secondary CTE teachers to gather their experiences and perspectives related to the decision to leave the classroom. Upon data collection, eight themes emerged as to why secondary CTE teachers chose to leave the classroom. Applying Fessler and Christensens' (1992) model, The Teacher Career Cycle, the eight stages of teacher career progression were applied to the participants in the study. The Family and Consumer Sciences Body of Knowledge was also applied to evaluate the perennial issue of teacher attrition. The emerging themes include insufficient salary, lack of career progression, teacher burnout, the development of a quality work-life balance, the desire for ongoing administrative support, inequality among CTE content, the lack of access to resources, and the need for mentorship. Findings will provide educator preparation programs, including traditional teacher certification programs, alternative-teacher certification programs, and hiring school districts with the data and suggestions to better support CTE teachers in the future and reduce attrition rates among this specialty teacher workforce.
author: Allen, Sarah J.
keywords: Teacher Attrition, Educator Preparation Pathway, District of Innovation, Alternative-teacher certification, Career & Technical Education, Mentorship, Family & Consumer Sciences Body of Knowledge, The Teacher Career Cycle, Interpretative Phenomenological Analysis, Work Life Balance, Teacher Salary, Administrative Support
date published: 2024-05
date modified: 2026-07-24T05:04:47Z
provider: Texas Technology University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Texas Tech University

PropertyValue
property ID: Handle
value: https://hdl.handle.net/2346/99265