The Influence Being a Career and Technical Student Organization Advisor Has on Teacher Leadership Self-Efficacy

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

8-31-2026

Abstract

This study explores the influence taking on the role of career and technical student organization (CTSO) advisor has on teacher leadership efficacy in career and technical education (CTE) teachers. Teacher leadership plays a crucial role in improving educational outcomes, yet research is limited on how nontraditional leadership roles, like serving as a CTSO advisor, influence a teacher’s leadership self-efficacy. This research seeks to fill that gap by comparing the leadership self-efficacy of CTE teachers who serve as CTSO advisors with those who do not. The study utilizes the teacher leadership for student learning framework (York-Barr & Duke, 2004) to understand how teacher leadership can influence both teacher development and student achievement. A quantitative approach, utilizing multiple linear regression was conducted, involving 102 CTE teachers in Texas who completed the Career and Technical Education Leadership Self-Efficacy Scale (Conrad et al., 2020). This study found a lack of statistical significance across all independent variables when measured against an alpha level of 0.05. The area of human skills was the only variable to approach statistical significance. The findings suggest that schools districts and CTSOs should focus leadership development on human skills.

Advisor

Peter Williams

Subject Categories

Education | Vocational Education

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