Journal of Research in Technical Careers


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


Educational Leadership | Secondary Education | Vocational Education


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.