Perceptions of Levels of Preparedness of Alternatively Licensed Career and Technical Education Teachers in the State of Ohio

Background: Levels of preparedness of alternatively licensed career and technical education teachers were measured using a Likert-type scale across four tasks of a performance-based assessment as part of an induction program in the state of Ohio. Purpose: The purpose of this research study addresses the paucity of research that deals with licensure in the field of career and technical education for alternatively licensed teachers who completed a performance-based assessment. Method: Demographic data and levels of preparedness were analyzed quantitatively and effect sizes were reported. Qualitative data in the form of anecdotal evidence were also analyzed for themes. Discussion: Results of the study indicated levels of preparedness were not significantly different among selected demographic variables. However, further analysis of the data determined that alternatively licensed career and technical teachers perceived themselves to be less prepared on various tasks of the RESA and specified lower perceived levels of preparedness on all four sub-scales. Conclusion: The study established baseline data regarding levels of perceived preparedness to communicate to stakeholders in education which tasks alternatively licensed career and technical education teachers perceived themselves to be most prepared to complete