Pillars of Purpose: Postsecondary Career and Technical Education Faculty Viewpoints on Retention

The retention of postsecondary Career and Technical Education (CTE) faculty in community colleges is critical for maintaining a skilled workforce to meet evolving labor market demands. This study employs Q methodology to explore the subjective viewpoints of community college CTE faculty regarding factors influencing their job satisfaction and retention. Grounded in Herzberg’s Two-Factor Theory of Motivation and Job Embeddedness Theory, the research integrates the concept of Employee Experience Management (EEM) to provide a comprehensive framework for understanding faculty retention. Data collected from Q sorts and follow-up focus group interviews reveal six distinct factors representing diverse faculty perspectives on job satisfaction, institutional support, and professional development. The findings highlight the significance of intrinsic motivators, such as personal growth and meaningful work, alongside extrinsic factors like job security and compensation. This study addresses a critical gap in the literature by focusing on postsecondary CTE faculty retention. It offers actionable insights for community college administrators to enhance faculty engagement, reduce turnover, and ensure the sustainability of high-quality CTE programs. The results have implications for policy development and workforce readiness initiatives to strengthen the pipeline of qualified educators in career and technical education.