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Author ORCID Identifier
https://orcid.org/0009-0009-2186-5998
Date Available
4-8-2026
Year of Publication
2026
Document Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
College
Education
Department/School/Program
Educational Leadership Studies
Faculty
Kristina Hains
Faculty
John Nash
Abstract
Occupation-based career and technical education (CTE) teachers bring industry expertise to secondary classrooms but often begin teaching without traditional pedagogical preparation or familiarity with public school systems. In Kentucky’s New Teacher Institute (NTI), academic program consultants (APCs) provide program-area support to strengthen induction. Using the framework of self-efficacy and guided by Ivankova’s mixed methods action research (MMAR) framework, this study examined how occupation-based CTE teachers perceived APC engagement during induction and how APC-created asynchronous supports were experienced.
In the Reconnaissance Phase, a sequential Quantitative → Qualitative design included an initial survey followed by interviews. Survey results indicated midrange familiarity with the APC role and comparatively low engagement frequency, while interviews emphasized the importance of role clarity, timely responsiveness, and practice-proximal guidance. Based on meta-inferences during reconnaissance, the Acting Phase implemented APC-created asynchronous professional learning community (PLC) modules, followed by a retrospective evaluation survey. Evaluation results provided descriptive evidence of favorable perceptions of usefulness and applicability and perceived confidence gains on module-aligned items, alongside variability in module exposure. Findings contributed setting-specific evidence on conditions that supported scalable, on-demand program area guidance during induction for occupation-based CTE teachers.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2026.41
Archival?
Archival
Recommended Citation
Settelen, Erica L., "INDUSTRY TO CLASSROOM: THE ROLE OF ACADEMIC PROGRAM CONSULTANTS IN BUILDING SELF-EFFICACY AMONG OCCUPATION-BASED CAREER AND TECHNICAL EDUCATION TEACHERS" (2026). Theses and Dissertations--Educational Leadership Studies. 71.
https://uknowledge.uky.edu/edl_etds/71
Included in
Educational Leadership Commons, Teacher Education and Professional Development Commons, Vocational Education Commons
