Date Available

12-15-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational Leadership Studies

Faculty

Lars Björk

Faculty

John Nash

Abstract

This dissertation examined the adaptive instructional leadership practices of instructors teaching dual credit career and technical education (CTE) classes in Connecticut, particularly in advanced manufacturing technologies (AMT). The study drew on survey responses from a broader group of course instructors and a purposeful sample of six instructors and six adult students who participated in semi-structured interviews. All instructors taught dual credit classes in partnership with Connecticut State Community College in hands-on manufacturing, engineering, or similar workshop environments designed to prepare high school aged students for careers and develop practical, job-ready skills in settings that closely replicate industry conditions. This under-researched area of CTE was explored with a focus on how instructors adapt their leadership to support, guide, and engage students. The geographic scope was limited to Connecticut high schools and community colleges offering dual credit classes in AMT and related disciplines, including high school instructors teaching under articulation agreements between the 2021–2022 and 2024–2025 academic years. Findings identified leadership approaches commonly implemented and key patterns in how instructional leadership is understood and practiced in hands-on CTE learning environments.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.557

Download

Share

COinS