Date of Award

Summer 2015

Document Type


Degree Name

Doctor of Philosophy (PhD)


Educational Foundations & Leadership


Educational Leadership

Committee Director

Karen Sanzo

Committee Member

Jay Scribner

Committee Member

Alan Schwitzer


The purpose of this study was to review the development of self-efficacy for trade and industrial (T&I) teachers. Specifically, this study investigated how T&I teachers develop self-efficacy in classroom management, pedagogical practices, and content knowledge. Finally, the study reviewed key performance measures that indicate T&I teacher development of efficacious practices. Each performance measure was considered as it related to the aforementioned focus areas.

This qualitative study was informed by phenomenology. Twelve T&I teachers were interviewed in an effort to capture the essence of their experience as T&I teachers. The study was conducted at two career technical schools in Southeastern Virginia. Data were collected using open-ended interviews that focused on the participants' classroom management, pedagogy, and content knowledge. In addition, participants' levels of motivation, competence, and self-regulation were reviewed as a measure of their development of self-efficacy in the aforementioned areas of focus.

The results of this study suggest that the development of trade and industrial teacher self-efficacy is impacted by each of the performance measures. Trade and Industrial teachers learn to become efficacious through a combination of experiences. Some formal training is required for teacher development and preparation for instructional delivery. Nevertheless, the participants expressed a high regard for the informal, collegial, and on-the-job training that prepared them for delivery of relevant content knowledge. Consequently, trade and industrial teacher development of self-efficacy is contingent upon several formal and informal learning experiences.