Developing Instructional Capacity within Teachers in Career and Technology Classrooms A Design Development Study of Career and Technology Education Instructors through Professional Learning

Career and Technology Education (CTE) teachers often transition from industry roles into education without formal training in instructional strategies, classroom management, or curriculum development. Unlike traditionally certified educators, locally certified CTE teachers frequently rely on mentorship rather than structured professional development to adapt to the school environment. This study explores the effectiveness of instructional planning provided by CTE administrators through targeted professional development and examines its impact on increasing teacher efficacy. Utilizing a qualitative research approach, this study employed thematic analysis through the Constant Comparative Method to analyze data collected from CTE teachers who participated in targeted professional development programs. The findings indicate that professional development sessions positively influenced instructional planning and delivery, leading to improved teacher efficacy. However, despite these benefits, the limited duration and scope of the training highlighted the need for sustained and specialized support. Some educators successfully integrated new strategies into their teaching practices, while others faced challenges in fully implementing their learning due to time constraints and a lack of ongoing resources. In conclusion, while targeted professional development enhances locally certified CTE teachers' ability to align their instruction with industry and academic standards, more comprehensive and continuous training is needed. Expanding these opportunities with extended, resource-supported sessions would better equip CTE teachers to navigate the transition from industry to education, ultimately improving student outcomes.