Date of Award

Summer 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Prince Bull

Abstract

This study explored stakeholder perceptions of Career and Technical Education (CTE) program effectiveness for preparing students for postsecondary pathways. The investigation focused on CTE teachers’ and business partners’ perspectives about student readiness and workforce preparation. This study used qualitative research and a theoretical framework from the Human Capital Theory, the Social Cognitive Career Theory, and the College and Career Readiness Framework. Participants included nine high school CTE teachers from different career clusters and five local business partners who were currently aligned with the district CTE program. Data were collected using semi-structured interviews. Interview data were analyzed using theme analysis. Both groups considered CTE programming beneficial for technical skill development and hands-on learning experiences. Stakeholders highlighted the significance of industry credentials and work-based learning. Both groups voiced concerns with student employability skills and workplace behaviors. Study findings identified obstacles that impacted CTE program effectiveness. Some of the highlighted challenges included reinforcing employability skill development and expanding work-based learning opportunities. There was also a need to implement a program evaluation process to improve student readiness. Implications of this study suggest a need for stronger employability skill integration, expanded work-based learning opportunities, and comprehensive evaluation practices that incorporate multiple student readiness measures.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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