Principals' perceptions on the necessity to prepare students for careers in advanced manufacturing

The United States (U.S.) is undergoing a paradigm shift in manufacturing as it progresses from an era of low skill employees who stood in one place controlling machines that drilled, stamped, cut, and milled products that passed through the effective and efficient assembly line, to one that is derived from scientific inquiry and technological innovation referred to as advanced manufacturing (PCAST, 2011). Presently, manufacturing firms employ ten percent of the nation’s employees directly and impact numerous organizations along its supply chain and financial sector (Giffi et al., 2015). The U.S. currently has a manufacturing base that comprises twenty percent of its total gross domestic product and is expected to continue to grow (PCAST, 2011; NSTC, 2012; Giffi et al., 2015). Specifically, Giffi et al. (2015) predicts more than two million jobs will go unfilled in advanced manufacturing by 2020 due to the inability to find qualified employees and the increasing demand for customized products. The purpose of this study was to identify principals’ perceptions on the necessity to prepare students for careers in advanced manufacturing in public high schools in New York State, excluding New York City, with student populations of 600 or fewer students. Specifically, this study examined high school principal leadership actions for incorporating 21st century skills and the use of tools and machines (hard skills) in technology education classrooms to support a student career pathway for careers in advanced manufacturing. Findings showed that principals believe advanced manufacturing is a viable career opportunity and have increased technology education offerings aligned to careers in advanced manufacturing. However, the data suggest principal leadership actions supporting the development of hard skills is not consistent with the needs identified by advanced manufacturing organizations. In regards to principal leadership of 21st century skills, findings show that significant positive relationships exist in the incorporation of these skills in technology education courses and through their principal leadership actions. However, principal leadership actions were not significantly correlated to assessing student development and mastery of 21st century skills