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Abstract
This multiple-case research study examined self-efficacy beliefs of community college automotive technology instructors, and what contributes to those beliefs. In the next decade, the United States is projected to need an increased number of automotive technicians as well as trained teachers to educate them.
The purpose of this study was to explore post-secondary automotive technology instructor self-efficacy and factors that contribute to that self-efficacy. Four cases were selected, and each participant completed: Teachers’ Sense of Efficacy Scale (TSES) survey, demographic information, and an in-person interview. Themes that emerged that contribute to self-efficacy included teacher motivation, external influences, classroom management, and instructional styles. Findings from these data lead to the following recommendations: an evaluation of hiring practices, onboarding training, mentoring, professional development, specialized technical training, and goal setting. Recommendations for future research included studies of instructor demographics, student demographics, and a nationwide research into CTE learner characteristics.