Abstract
Purpose. The purpose of this qualitative case study was to explore educators’ perceptionsof the implementation of CTE in preparing students with the knowledge and skills
necessary to seamlessly transition from high school to the workforce or higher education
post-graduation.
Framework. The California Career Technical Standards for Grades Seven through
Twelve was used as the framework for this study. This model was designed with the goal
of communicating to educators detailed and well-rounded standards that represent the
fundamental knowledge required to make a successful transition to the workforce, higher
education, or training, as well as the specific competencies needed for each of the state’s
58 career pathways.
Methodology. This study used purposeful sampling to select high school CTE teachers
who met the criteria of the case. Data was collected through one-on-one, semi-structured
interviews with 6 CTE teachers in Southern California.
Findings. This study found 7 overall themes related to the perceptions of CTE teachers:
(a) support, (b) performance, (c) school successes, (d) room for growth, (e) student
successes, (f) program partnerships, and (g) preparation for work or continued education.
Each of these themes can be found addressing the two research questions of the study.
Conclusion. The findings highlight the critical role of CTE teachers have in influencing
educational outcomes and the need for schools to better accommodate and integrate their
viewpoints. Together, these themes draw attention to a weakness in present procedures
and offer possible avenues for raising high school students' access to CTE.
Implications. The study’s findings have implications for students, teachers,
administrators, district and local or state government. It highlights the effectiveness of
CTE instruction in fostering student success, performance, and preparation for work or
further education. Successful implementation of CTE relies on o partnerships, support
and recognizing areas for growth. Policymakers should use this study to consider options
for expanding CTE offerings to allow students greater expose to diverse career paths.
Recommendations. To aid with decisions on enhancing and growing CTE programs,
future studies should examine students’ perspective to see if they align with the
experiences of the teachers. Future studies should expand the variety in participants,
selecting a particular industry sector, or including middle or CTE-focused schools.