Local Leadership of North Carolina Career-Technical Education: Leadership Development and Future Directions
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Date
2003-10-27
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Abstract
Education is faced with unprecedented challenges in preparing students for further education and careers. Increasing public demands for accountability in academic performance and from economic developers challenge educators to provide an education for all. Under the direction of local career-technical education (CTE) administrators, strong and innovative CTE programs can make a significant contribution to meeting the educational and economic needs of the 21st century. This study seeks to expand the dialogue regarding the leadership development of local CTE administrators and challenges they face.
Qualitative methods were chosen to seek an improved understanding of what future practice may be needed for local CTE administrators. Criteria were established to select participants considered effective. Twenty-six administrators participated. Electronic interviews were used to collect data.
As a group, the participants were considered veterans. Eighty-five percent had twenty-six years or more service in education and 65% had responsibility in areas other than CTE. Findings from interviews were categorized into four areas: leadership qualities, professional development, recommendations for developing future leaders, and challenges ahead. The leadership qualities exemplified by this group include being a good administrator, visionary, credible, role-model, and a collaborator and system builder. In terms of professional development, the participants were intellectually curious, sought out mentors, and took advantage of networking and various professional development programs as a means to develop their administrative skills.
Overwhelmingly, the participants did not support a degree in CTE administration. Instead, they recommended a formal leadership program, mentoring, and a revised and more rigorous internship program for developing future leaders. The challenges ahead for CTE administrators include a poor image of CTE, identifying and keeping qualified teachers, budget cutting and new sources of funding, state leadership, and the evolving role of the CTE administrator to include multiple roles within a system.
These findings provided a better understanding of this pivotal player in the effectiveness of local CTE programs. Also, this study began a dialogue for developing future leaders of CTE in North Carolina.
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Education Leadership Development, Local Education Administration, Career-Technical Education
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Degree
EdD
Discipline
Educational Administration and Supervision
