Running head: career development practices in a Missouri high school
Abstract
Context: The Missouri Department of Elementary and Secondary Education (DESE) has increased their focus on College and Career Readiness through preparation and exploration (DESE, 2016). Career development curriculum exists within DESE's Missouri Comprehensive School Counseling Program. Despite this guidance for what to teach, there is no implementation model provided for putting career development education into practice for Missouri educators. Objective: This study examines the current career development practices at one Missouri high school as well as the perceived self-confidence of teachers in providing instruction to students and the methods of support they require to do so. Setting: This study took place in a Missouri public high school housing grades 9-12. Participants: Forty members of Middleville (pseudonym) High School's faculty. Data Collection and Analysis: Data was collected using an electronic survey with both likert scale ratings and open ended questions. A descriptive analysis of this quantitative design was used to determine findings. Results: The analysis of teacher confidence data resulted in a normal distribution curve within each grade level. Teachers also assessed that there are very few of the career development GLEs covered and most are not taught in a structured way. Teachers' preference for lesson delivery varied primarily between electronic and being provided written lesson plans
Degree
Ed. D.