Thesis (Ph. D.)--Drexel University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 198-209).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

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The purpose of this study was to determine perceptions of instructional leadership behaviors from Mississippi secondary career and technical education administrators and teachers in order to assist career and technical education administrators in becoming better instructional leaders. This research was conducted for the following purposes: (a) to determine which perceived instructional leadership behavior teachers consider most important, (b) to determine which perceived instructional leadership behavior administrators consider most important, (c) to determine if a difference exists in perceived instructional leadership behaviors between administrators and teachers, (d) to determine if a difference exists in perceived instructional leadership behaviors between career and technical education teachers and school type, and (e) to determine if a difference exists in perceived instructional leadership behaviors between career and technical education teachers and their career pathway. This study followed a descriptive and comparative research design. A version of the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger (1984) was sent to 1,507 Mississippi secondary career and technical education administrators and teachers, and 676 survey respondents were used. Results indicate that both career and technical education administrators and teachers perceive framing school goals as the most important instructional leadership job function. Other results show that statistically significant differences exist between career and technical education administrators and teachers in 7 out of 10 instructional leadership job functions. No statistically significant differences were found between career and technical teachers and school type. However, statistically significant differences were found between career and technical teachers and career pathway in 8 out of 10 instructional leadership job functions.

This research was conducted to determine if characteristics of teachers impact student learning in the secondary career and technical education Allied Health program area. This research was conducted for the following reasons: (a) to determine if teacher participation in professional learning opportunities impact student learning, (b) to determine if the use of curriculum and instruction resources impact student learning, (c) to determine if the implementation of researched-based teaching strategies impact student learning, and (d) to determine if other characteristics impact student learning. The data collected include responses from the fall 2007 MS-CPAS2 Allied Health student scores and survey responses from Mississippi Allied Health Teachers. This survey included: (a) professional learning, (b) use of curriculum and instruction resources, (c) researched-based teaching strategies, and (d) teacher experience. This study found that that students who had teachers who attended one to two face-toace professional learning sessions had a higher student mean score on MS-CPAS2 tests than students who had teachers who attended three or more face-toace professional learning sessions. Additionally, more Allied Health instructors are participating in face-toace professional learning than online professional learning. Although a majority of the participants are not attending the data retreat sessions, those who attend have lower MS-CPAS2 scores than those who do not attend. Recommendations were made to decision makers for future use of funds related to the development of curriculum and instruction materials and the development and implementation of professional learning opportunities. Some recommendations include: (a) creating incentives for teachers and administrators to participate more in online professional learning, (b) the curriculum framework created for secondary occupation- specific programs become a one-stop-shop for strategies that are proven to increase student learning, and (c) teacher licensure requirements should move from only requiring a two year associate’s degree to a four year bachelor’s degree.

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