Publication Date


Document Type


First Advisor

Jeria, Jorge

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling, Adult and Higher Education


Technical education teachers--Illinois--Cook County--Attitudes; Technical education teachers--Legal status; laws; etc.--Illinois--Cook County--Public opinion


This dissertation examined how new legislation in vocational education programs affected teachers on becoming fully qualified. It also investigated how legislation has impacted career and technical education teachers holding provisional certificates in Cook County and if these teachers plan to remain in the field. Research strongly revealed career and technical education (CTE) programs have undergone radical change. While current literature focused on the need for qualified teachers, inadequate attention has emerged as to how teachers holding provisional certificates perceive themselves in the present state of affairs regarding new policy changes. A mixed method was used to examine perceptions of career and technical education teachers. A self-designed questionnaire was mailed to 233 secondary education teachers in Cook County who identified themselves as holding a Type-34 provisional certificate, to which 68 responded. This resulted in a 29% response rate. Findings indicated that (1) the majority of respondents did not know which courses they needed to complete certification; (2) a high number were not currently enrolled in a program leading to certification; and (3) money was the number one barrier hindering them from completing a certification program. Findings also pointed to a strong need to recruit more female teachers in the field of career and technical education. Furthermore, the results of this study indicated a strong need for collaboration between administrators, business leaders, legislators and educators. Business leaders have a lot at stake. They require highly skilled workers with employability skills that CTE programs and teachers can offer. Future researchers may also wish to examine the process of recruiting and retaining career and technical education teachers and the disenfranchisement of these programs in low-income areas.


Includes bibliographical references (pages [98]-104).


viii, 122 pages




Northern Illinois University

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