CTE Leadership: An examination of leadership competencies, challenges, and professional development needs of administrators

Abstract

The goal of this research study was to identify the leadership skills of CTE administrators, the challenges of CTE administrators, and the areas where professional development were needed. The purpose of the study was to determine if a relationship existed among CTE administrators’ perceived level of leadership competencies, perceived challenges as a CTE administrator, areas of needed professional development, and if any relationships existed among specific demographics (gender, age, current leadership position, highest degree, school location) of CTE administrators and areas of professional development needs as indicated. Data was analyzed using Descriptive Statistics, One-Way Analysis of Variance (ANOVA), and One-Sample Chi Square Tests. Electronic surveys were distributed via email to approximately 200 acting CTE administrators in the state of Alabama; 85 responded, however, 28 responses were omitted for the analysis due to incomplete survey (N = 57). Most respondents were Caucasian (67%), male (51%), with an age range of 41-50 years (39%), and have been a CTE administrator for 0-5 years (37%). There were 40% of respondents with a Master’s degree, 25% with an Education Specialist degree, and 33% with a doctorate degree. The majority of respondents (54%) indicated they had a background in CTE prior to being appointed as a CTE administrator. There were significant differences found between administrators from a CTE background and administrators from a non-CTE background on perceived leadership competencies and on perceived challenges. There was a statistically significant difference between males and females on leadership competencies with males indicating a higher level of competency. Additionally, there were significant differences between administrators from a CTE background and a non-CTE background on areas of professional development that were identified as a need. As a result of this study, additional research is needed to determine why males report a higher level of competency in leadership skills than females. Additional analysis should be conducted to explore the qualitative answers to the most important leadership skills identified by CTE administrators and the top indicated challenges a CTE administrator encounters. Similar studies should also be conducted in other states.