A NEEDS ANALYSIS STUDY OF NON-STANDARD CERTIFIED OKLAHOMA CAREER TECHNOLOGY CENTER TEACHERS’ IMPRESSIONS OF SELF-EFFICACY IN CLASSROOM MANAGEMENT

Abstract

This needs analysis, cross-sectional, observational study examined the relationship between Oklahoma Career Technology Center instructors’ certification type, standard vs. non-standard, and self-efficacy in classroom management. Thirty CTE teachers in nine of the twenty-nine Oklahoma Career Tech districts were surveyed using an adapted form of the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001). Results indicate non-significant but conforming results for the classroom management portion of the TSES, Teachers’ Sense of Efficacy Scale among standard and non-standard Oklahoma Career Tech instructors. Though significance was not established, trends in these results align with broader findings in the field associated with K-12 teachers, and support implementation of programs to retain these second-career and/or non-standard certification teachers (SC/NCTs).