Career and Technical Education Teachers’ Perceptions of Instructional Feedback from Supervisors

Authors

Brooke L. Thiel, North Dakota State UniversityFollow
Justin V. Benna, North Dakota State UniversityFollow
Breanna Pastir, North Dakota State UniversityFollow
Nikki Fideldy-Doll, North Dakota State UniversityFollow

Keywords

Career and Technical Education teachers, educational leadership, instructional feedback, educational administration, scale development

Disciplines

Educational Leadership | Secondary Education | Vocational Education

Abstract

The purpose of this study was to examine Career and Technical Education (CTE) teachers’ perceptions of feedback from supervisors. All CTE teachers in North Dakota were surveyed during early 2023. A series of one-way ANOVAs and t-tests were run to compare the differences in teachers’ perceptions based upon reported professional characteristics. The results of the study indicate that, even though CTE is different from other content areas, CTE teachers still prefer pedagogical feedback over content-specific feedback. Unless, however, the supervising principal was a former CTE teacher, then the feedback related to their lived experience seemed to be valued by the teachers. It is recommended that supervisors work to understand the unique expectations and responsibilities held by CTE teachers compared to other teachers.

Recommended Citation

Thiel, B. L., Benna, J. V., Pastir, B., & Fideldy-Doll, N. (2023). Career and Technical Education Teachers’ Perceptions of Instructional Feedback from Supervisors. Journal of Research in Technical Careers, 7 (2). https://doi.org/10.9741/2578-2118.1142