An Examination of Motivation and Teacher Identity in Minority High School Students Enrolled in a Career and Technical Education Teacher Preparation Program

Authors

Elizabeth M. AguilaFollow

Document Type

Dissertation

Degree

Doctor of Philosophy (PhD)

Major/Program

Teaching and Learning

First Advisor's Name

Joyce C. Fine

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Elizabeth D. Cramer

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Haiying Long

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Laura Dinehart

Fourth Advisor's Committee Title

Committee Member

Keywords

CTE, Career and Technical Education, teacher preparation, vocational education, motivation, teacher identity, MSLQ

Date of Defense

3-18-2020

Abstract

This quantitative research describes the measures of motivating factors, through a social learning lens, that empower minority high school students in a CTE program to develop a teacher identity through time in clinical teaching practice. This quasi-experimental study found interactions between student motivation, teacher identity, and student achievement through an early clinical practice intervention used in SCHOOL A ECE 1. A comparison group, SCHOOL B ECE 2, was used to measure any effect of a community of practice framework on these factors. The present study also used a non-teacher education program, SCHOOL A BIO 1 to measure if motivation and teacher identity were content specific. The target population was 9^th -12th-grade students enrolled in CTE programs. The independent variables in the current study included the vocational program enrollment and course academic levels (levels 1-4) in the CTE programs, to measure both motivation and identity development and pre and post achievement analysis. The dependent variables included survey responses to find effects on motivation, teacher identity. The study utilizes the Motivated Strategies for Learning Questionnaire (MSLQ) survey instrument to measure motivational orientations. A modified version of a teacher identity survey was used to measure different dimensions of a teacher identity framework which includes recognition, interest, performance, and competence. An ex post facto design measures changes in student attendance and GPA to determine changes after time in clinical teaching practice between 9^th and 12^th grade. The results found no significant difference between the programs in motivation, but a significant difference was found in the development of teacher identity in the students of SCHOOL A ECE 1. A significant difference was also found between the levels (levels 1-4), with level 4 students in SCHOOL A ECE 1 having the highest mean for teacher identity.

Identifier

FIDC008961

Recommended Citation

Aguila, Elizabeth M., "An Examination of Motivation and Teacher Identity in Minority High School Students Enrolled in a Career and Technical Education Teacher Preparation Program" (2020). FIU Electronic Theses and Dissertations. 4384.
https://digitalcommons.fiu.edu/etd/4384