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The role of leadership in creating guided pathways for career technical education

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The role of leadership in creating guided pathways for career technical education

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The Role of Leadership in Creating Guided Pathways for Career Technical Education

by
Elizabeth McGraw

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May, 2021

© Copyright by Elizabeth McGraw 2021
All Rights Reserved

The Committee for Elizabeth McGraw certifies the approval of this Dissertation

John Roach
Rudy Castruita
David Cash, Committee Chair

Rossier School of Education
University of Southern California
2021

iv
Abstract
The purpose of this study is to explore key leadership skills and practices utilized in the creation,
implementation, and maintenance of successful guided pathways for career technical education
(CTE) at the community college level. Four research questions guided this study: (1) What do
CTE administrators believe are effective leadership practices to lead guided pathway planning to
completion? (2) What formal and informal learning processes do CTE administrators engage in
to develop and implement guided pathways? (3) What practices do CTE administrators employ
to ensure the success of guided pathways? and (4) How do CTE administrators measure the
effectiveness of their guided pathway programs? An explanatory sequential mixed-methods
research design guided this study, which included a quantitative survey of CTE administrators’
beliefs and practices surrounding effective leadership utilizing the MLQ-5x assessment tool.
Survey participants’ responses were then reviewed to identify participants whose responses were
most closely aligned with transformational leadership characteristics and behaviors, from this
group follow-up qualitative interviews were conducted to further explore practices and beliefs.
The study found that CTE administrators with the most closely aligned characteristics of
transformational leadership all shared commonly practiced themes such as connectedness,
partnerships, promotion and sustenance of shared vision, regular communication, course and
pathway design, strategic planning, review of program efficacy through multiple data points, and
constant reflective and reassessment practices. Findings of this study have implications for
effective leadership practices and behaviors, as well as the acquisition of leadership skills related
to the needs and expectations of CTE.

v
Dedication
To my family: Thank you for always supporting me in all my endeavors. Thank you for
understanding the personal commitment this journey required and for accepting the process. Mom
and Dad; you both have always been my biggest cheerleaders. Thank you for championing me and
for sharing words of encouragement when I needed them most.
To my love, Vincent, who was by far the most impacted throughout this journey. Time with loved
ones was the biggest sacrifice during this process, which he never questioned nor balked. Thank
you for your steadfast support, understanding, and for helping me think through the challenges.
Your belief in me is stronger than my own at times; thank you for seeing my strengths and
encouraging me to embrace them. Without your encouragement and support, my achievements,
including this, would not be possible.

vi
Acknowledgements
First and foremost, I’d like to acknowledge my dissertation committee chair, Dr. David
Cash, for his unwavering leadership, direction, and encouragement throughout the completion of
this dissertation. I’d also like to acknowledge my committee members, Dr. Rudy Castruita and
Dr. John Roach, for their support of my research and insights throughout the process. I am
honored to have had the opportunity to work with such established, knowledgeable, yet down-to-
earth leaders.
Special acknowledgements go to those Career Technical Education administrators who
graciously gave their time during their participation in this study. Your insight and expertise
were critical to the success of this research.
I would also like to acknowledge my Assistant Superintendent, Dr. Rose Ann Bomentre,
former Assistant Superintendent, Dr. Forest DeRenzo, and Superintendent, Dr. Shelley C.
Adams. Your mentorship, support, and guidance throughout both my leadership and doctoral
journey has been, and continues to be, invaluable.
Lastly, I’d like to acknowledge all those that work in the realm of Career Technical
Education. The impact your efforts make on students carries much further than you may realize.
Thank you for the countless hours spent advocating and collaborating for the betterment of your
students and programs. CTE requires much more work than what is visible on the surface. I am
fortunate to work alongside such dedicated and passionate professionals.

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
List of Tables .................................................................................................................................. x
Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................ 2
Statement of the Problem .................................................................................................... 4
Purpose of the Study ........................................................................................................... 4
Research Questions ............................................................................................................. 5
Importance of the Study ...................................................................................................... 5
Limitations .......................................................................................................................... 6
Delimitations ....................................................................................................................... 7
Assumptions ........................................................................................................................ 7
Definitions of Key Terms ................................................................................................... 7
Organization of the Study ................................................................................................... 9
Chapter Two: Literature Review .................................................................................................. 10
Conceptual Framework ..................................................................................................... 10
Guided Pathways .............................................................................................................. 16
Integrated Student Support Services ................................................................................. 18
Case Studies ...................................................................................................................... 20
Guided Pathways in Career Technical Education ............................................................. 23
Bridging the Gap from High School to Community College ........................................... 28

viii
Conclusion ........................................................................................................................ 32
Chapter Three: Methodology ........................................................................................................ 33
Purpose of the Study ......................................................................................................... 33
Design Overview .............................................................................................................. 34
Population Sample ............................................................................................................ 36
Instrumentation ................................................................................................................. 37
Data Collection ................................................................................................................. 39
Data Analysis .................................................................................................................... 40
Ethical Considerations ...................................................................................................... 41
Summary ........................................................................................................................... 42
Chapter Four: Research Results and Findings .............................................................................. 43
Organization of Data Analysis .......................................................................................... 43
Descriptive Characteristics ............................................................................................... 44
Research Question One ..................................................................................................... 45
Research Question Two .................................................................................................... 49
Research Question Three .................................................................................................. 56
Research Question Four .................................................................................................... 68
Discussion and Chapter Summary .................................................................................... 73
Chapter Five: Summary, Conclusion, and Implications ............................................................... 76
Statement of the Problem .................................................................................................. 76
Purpose of the Study ......................................................................................................... 76
Research Questions ........................................................................................................... 77
Design Overview .............................................................................................................. 78

ix
Summary of Findings ........................................................................................................ 79
Implications for Effective Leadership Practices ............................................................... 82
Limitations ........................................................................................................................ 84
Recommendations for Future Research ............................................................................ 85
Conclusion ........................................................................................................................ 86
References ..................................................................................................................................... 87
Appendix A: Multifactor Leadership Questionnaire, Form 5x ................................................... 100
Appendix B: Interview Protocol ................................................................................................. 102

x
List of Tables
Table 1 Experience of Interview Participants and Average Transformational Leadership Score ..45
Table 2 Leadership Styles and Behaviors as Indicated by Selected CTE Administrators .............47

1

Chapter One: Overview of the Study
The United States is facing a critical workforce challenge of a skills gap in employees,
specifically among jobs that “require either a high school diploma, postsecondary certificate, or
associate’s degree. Jobs that demand these ‘middle skills’ outnumber the adults in the workforce
who possess them, and this gap presents a barrier to American economic competitiveness” (U.S.
Department of Education, 2019). Currently, there are 30 million jobs in America that do not
require the worker to possess a bachelor’s degree and pay between $35,000 to $95,000 annually
(Rosen et al., 2018; U.S. Department of Education, 2019). Career technical education (CTE),
formerly referred to as vocational education or vocational training, can be an integral piece in
meeting the current workforce demands as it links students with knowledge of industry-specific
content, skill acquisition, and career opportunities (Bohn et al., 2018; U.S. Department of
Education, 2019). Traditionally, CTE classes included metal, auto, and wood shop style courses,
and have evolved over recent years to include courses such as medical sciences, criminal justice,
and computer programming (Association for Career and Technical Education [ACTE], 2007).
Courses in CTE are offered both at the high school and community college levels,
however it is at the post-secondary level where persistence becomes an alarming issue. “The
need for new approaches is clear and significant, given stubbornly low rates of persistence and
completion for community college students” (Roach et al., 2018, p. 2). Across the nation, less
than a quarter of full-time community college associate degree candidates complete their degree
within three years (Wilbur & Roscigno, 2016). In California, the completion rates for first-time,
full-time community college students was approximately 29% during the 2018-2019 school year
(Community College Review, 2019). Completion rates fell even lower for those who attended
2

part-time, were low-income, or were African American, Hispanic, and American Indian students
(Musu-Gillette et al., 2016; Wilbur & Roscigno, 2016). The percentage of students’ intent on
attending college rose from 41% to 80% from 1980 to 2002, with low-income students
comprising the most dramatic increase (Venezia & Jaeger, 2013). On the surface, this increase in
attendance shows promise of increased postsecondary student success and retention, however the
glaring issue remains that completion and retention rates, especially for specific populations of
students, is sorely in need of improvement.
As college entrance and enrollment rates continue to rise, the shortcomings of current
practices, programs, and structures designed to encourage student success in both the secondary
and postsecondary settings become more apparent (Venezia & Jaeger, 2013). Additionally, with
the need for skilled workers increasing and the amount of skilled workers decreasing, it is critical
for administrators at both the high school level and college level to collaborate on ways to
increase supports offered and revise curricular delivery systems and outcomes to better serve
CTE students.
Background of the Problem
Powers (2010) conducted research aiming to discover the reasons why students drop out
of college. Students shared a number of reasons that contributed to their decision to drop out
including a perception of being underprepared academically, a lack of institutional support,
unclear paths of study, and inadequate career advisement (Powers, 2010). The California
Community College Chancellor’s Office (2018) found that students are more likely to persist in
and complete college if they determine a career of choice early on, have access to a clear
framework of courses required for completion, and are given regular and frequent support and
guidance throughout their academic journey. Similarly, students who entered a program, and
3

completed three courses within it, were found to have a higher likelihood of completing a degree
or transfer to a four-year university (Community College Research Center, 2015). Per Roach et
al. (2018),
Guided pathways is a student-centered, college wide change strategy (and) is intended to
improve completion rates for all students. It explicitly aims to close equity gaps while
increasing the number of students completing certificates, degrees, and transfers to four-
year institutions. (p. 2)
This directly aligns with the purpose and structure of guided pathways, which seek to combine
clear outlines for programs of study with built-in support services.
Students from diverse populations can be found in CTE courses and programs; however,
Hirschy et al. (2011) found that, on average, students in CTE courses tend to be much different
than the traditional college student. Hirschy et al. found that CTE students were more likely to be
“female, African American, older than 24, married, first-generation, financially independent,
receiving financial aid, (and) working full time” (p. 299). This information is critical for
administrators to know about their students as many of these identifying factors have historically
shown to pose a risk for potential drop out (California Community College Chancellor's Office,
2018), and should be used in the designing of support systems to increase retention.
“Guided Pathways require a comprehensive and transformative institutional commitment
to create intentionally designed, clear, coherent, and structured educational experiences” (Roach
et al., 2018, p. 3). Kay McClenney, senior advisor to the president and chief executive officer at
the American Association of Community Colleges states that “effective guided pathways require
long-term, large-scale institutional change” (Hope, 2017, p. 1). Miami Dade College president,
Eduardo Padrón, adds “sophisticated and robust technologies need to be incorporated to enable
4

students to individualize their completion paths. The right data must be available for officials and
students to make good decisions” (Hope, 2017, p.1). Knowing that guided pathway
implementation and evaluation require tremendous amounts of planning and preparation, this
study aims to contribute to the growing research by means of providing information on how
administrators can navigate the implementation and evaluation of guided pathways, and assist
future practitioners with like efforts.
Statement of the Problem
“Two of the most important factors determining whether a student completes a certificate,
degree or transfer are (a) how long it takes to reach completion, and (b) how early in their
community college career students identify a goal” (Roach et al., 2018, p. 2). There is a wide
array of research studying the rationale behind community college attrition as well as strategies
to increase student success and retention, such as the implementation of guided pathways.
Despite the amount of research on ways to bolster student success and retention, there is a dearth
of literature on effective leadership practices used to plan, implement, and evaluate the success
of guided pathways for CTE. This study sought to explore and uncover methods, practices, and
learning strategies employed by administrators at both the K-12 and Community College levels
during the planning, implementation, evaluation, and maintenance of guided pathways used to
increase persistence and completion in CTE students at the community college level.
Purpose of the Study
The purpose of this study was to identify key leadership skills and practices used in the
creation and maintenance of successful guided pathways for CTE students at the community
college level. Using Hirschy et al.’s (2011) conceptual model for student success in community
college occupational programs, combined with Transformational Leadership Theory (Northouse,
5

2018), this study examined leadership qualities, formal and informal learning experiences, and
program assessment practices of administrators as they progress through the guided pathway
implementation. Surveys were used to identify predominant leadership qualities and styles of
administrators involved in the guided pathway development for CTE. Interviews were conducted
to collect information on the processes utilized during the guided pathway creation and
maintenance. Information gained from both data collection methods was important to understand
and emphasize as “organizing what we know about leadership is one way to become more
deliberate and strategic in our efforts to improve the conditions for student achievement” (Hitt &
Tucker, 2016, p. 563).
Research Questions
The following questions guided this study:
1. What do career technical education (CTE) administrators believe are effective leadership
practices to lead guided pathway planning to completion?
2. What formal and informal learning processes do CTE administrators engage in to develop
and implement guided pathways?
3. What practices do CTE administrators employ to ensure the success of guided pathways?
4. How do CTE administrators measure the effectiveness of their guided pathway
programs?
Importance of the Study
In the United States there exists a well-documented necessity for trained technical
workers (Rosen et al., 2018). It is estimated that the American economy will soon encounter a
shortage of qualified workers for upwards of five million jobs (Rosen et al., 2018). Locally, CTE
is an integral piece in meeting the demands of California’s workforce needs (Bohn et al., 2018).
6

“If current trends continue, roughly one-third of new jobs in California will require some training
beyond high school but less than a four-year degree” (Bohn et al., 2018, p. 1)
Implementing well-structured guided pathways for CTE can fill two critical needs:
working to meet the economic necessities in the workforce as well as increasing student success
through increased retention and completion. This study can be an important addition to existing
literature as it will serve as a guide for administrators seeking to create or improve guided
pathways for CTE through the critical analysis of effective leadership practices surrounding the
planning, implementation, and maintenance of successful guided pathway programs.
Limitations
The main limitation of this study was that, while guided pathways is a well-researched
topic, research of such pathways in CTE at the community college level is scarce, which creates
the potential that existing research may not generalize from degree-based pathways to the CTE
certificate-based pathways. CTE courses differ from traditional courses in that fact that they not
only cover industry-related core content, but also incorporate lessons on employability skills and
soft skills (ACTE, 2007). Many CTE courses and programs differ significantly from traditional
courses or programs, such as English, math, or social sciences, as CTE classes focus more on
general vocational educational content designed to prepare students for their careers upon
completion of either college or high school (ACTE, 2007). Additionally, questions posed in both
the surveys and interviews were also limited to the relevance of participating administrators’
experiences with guided pathways. It is at the behest of the reader to distinguish whether the
study and findings have potential to be applicable to other settings.
7

Delimitations
Delimitations of the study were the research of administrators within the geographic
location of Southern California.
Assumptions
Three assumptions were made during this study. The first being that participating
administrators provided honest and accurate information when responding to the survey and
interview questions. The second assumption is that administrators had relevant experiences that
allowed them to wholly answer the survey and interview questions, providing information-rich
insight for the purpose of answering the research questions. The third assumption was that the
data collection tools chosen for this study provided results that are authentic, objective, and
dependable.
Definitions of Key Terms
• Advisory Committees: “In career and technical education (CTE), advisory committees are
groups of employers and community representatives who advise educators on the design,
development, operation, evaluation, and revision of CTE programs” (Kerka, 2002, p.1).
• Articulation: Articulation agreements exist between community colleges and high school
classes that, through extensive review and mutual agreement between institutions, have
been deemed to be equivalent (Ingwerson, 2012).
• Career Technical Education: “Prepares students to be college and career ready by
providing core academic skills, employability skills and technical, job-specific skills”
(ACTE, 2007, para.1).
8

• Certificates: sometimes referred to as “technical certificates or technical diplomas, are
credentials issued by educational institutions that indicate completion of a discrete
program of study or series of courses” (Bosworth, 2010, p. 3).
• Certificate programs: “practical and often underutilized credentials that can provide
graduates with an appealing combination of rapid postsecondary achievement and
portable skills and knowledge” (Bosworth, 2010, p. 3).
• Dual Enrollment: Dual enrollment is a “program that allow(s) high school students to
earn college credits” (Speroni, 2011, p.3).
• Employability skills: Per the Science, Technology, Engineering, and Mathematics
Network (2016),
Employability skills can be defined as the transferable skills needed by an
individual to make them ‘employable.’ Along with good technical understanding
and subject knowledge, employers often outline a set of skills that they want from
an employee. These skills are what they believe will equip the employee to carry
out their role to the best of their ability (para. 1).
• Guided Pathways: According to Roach et al. (2018),
Guided pathways is a student-centered, college wide change strategy (and) is
intended to improve completion rates for all students. It explicitly aims to close
equity gaps while increasing the number of students completing certificates,
degrees, and transfers to four-year institutions (p. 2).
• Hard skills: “Hard skills are the technical expertise and knowledge needed for a job”
(Robles, 2012, p. 453).
9

• Leadership: Defined as the “capacity to lead” (n.d. Merriam-Webster’s collegiate
dictionary).
• Soft skills: “Soft skills are interpersonal qualities, also known as people skills, and
personal attributes that one possesses. Business executives consider soft skills a very
important attribute in job applicants” (Robles, 2012, p. 453).
Organization of the Study
The Role of Leadership in Creating Guided Pathways for Career Technical Education
was organized into five chapters. Chapter One gives an introduction into the topic of study and
informs of important data and key terminology referenced throughout the study. Chapter Two
encompasses a literature review of pertinent areas related to effective leadership practices and
researched strategies for successful guided pathway implementation. Chapter Three outlines the
methodology used for this study, including selection of the sample population, interview
questions, observation protocol, data collection and analysis strategies. Chapter Four reports on
the findings of the study. Chapter Five summarizes the findings, give implications for practice,
conclude the study, and give recommendations for future research. References and appendices
are included as the final component to this study.

10

Chapter Two: Literature Review
The push and need for guided pathways is evident with research supporting its ability to
boost student success through alignment with academic programs, academic support, and student
needs. The same is true, if not more so, for CTE programs at the community college level, as
data shows CTE students differ from traditional two-four-year students and have a higher
percentage of non-completion (Hirschy et al., 2011). This literature review addresses the
conceptual framework first, as this focuses on student success specific to CTE students and
transformational leadership; a theme that runs throughout the chapter. Following the conceptual
framework is research cementing the need for guided pathways, and research gathered from
implementation across various parts of the country. Student support is a critical component to
guided pathways, and is also be discussed. A review of guided pathway implementation
specifically for CTE classes is then examined, although research on this topic is limited. Due to
the lack of research, the importance of CTE certifications for labor market success is addressed
to justify the need for implementation. To speak to the importance of bridging the gap between
community college and high school CTE courses, dual-enrollment programs are discussed, along
with their importance for certification, transfer, and credential attainment, as well as impact on
overall learning and secondary achievement. It is the focus of the study to inform the reader of
critical components of guided pathway planning and implementation for CTE pathways in order
to lead such changes at their institutions.
Conceptual Framework
In order for CTE leaders to effectively support their students, an understanding of the
student demographics, characteristics, educational goals, and individual needs are critical when
planning for and implementing change efforts for success. Student retention methods have been
11

researched by many, however the majority of theoretical models do not examine or speak to non-
traditional students outside of a four-year institution (Bean & Eaton, 2000, 2001; Bean &
Metzner, 1985; Tinto, 1993). While an overall understanding of retention strategies is important,
it is critically important for leaders in CTE to be cognizant of the supports needed relevant to the
population of students served, as the prevailing theories dealing with attrition and retention were
not developed with consideration of these students in mind; a population which has shown to
have high attrition rates (Bailey et al., 2004; Hirschy et al., 2011).
Conceptual Model for Student Success in Community College Occupational Programs
Hirschy et al. (2011) introduced a new conceptual model addressing CTE student success
in community colleges, suggesting the presentation of a career integration variable, the
promotion of gathering and tracking students’ goals, and increasing traditional success efforts to
better serve the needs and experiences of CTE students (Hirschy et al., 2011). The model
proposed consists of four interrelated concepts: “student characteristics, college environment,
local community environment, and student success outcomes” (Hirschy et al., 2011, p. 30).
Student Characteristics
There are two suggested categories of student characteristics: stable and malleable
(Hirschy et al., 2011). Stable characteristics are described as those that the college setting is
unlikely or unable to change; for example,
sociodemographic attributes (e.g., race, ethnicity, gender, age, parental education level,
ability to pay, and domestic partner status), pre-college academic preparation and
performance (e.g., high school grades, high school curriculum emphasis on vocational or
academic classes, high school rigor, and performance on academic placement and
12

aptitude exams), and student commitments to and responsibilities to their work, family,
and community. (Hirschy et al., 2011, p. 310)
Conversely, malleable student characteristics are those that the college climate has the possibility
to influence through interactions, experiences and training (Gist & Mitchell, 1992; Hirschy et al.,
2011). “Malleable student characteristics include student dispositions and skills (e.g., motivation,
self-efficacy, locus of control, coping skills, resilience, and study skills) and educational and
employment goals and intentions” (Hirschy et al., 2011, p. 310).
Student characteristics are a critical factor as they have the power to influence and be
influenced by the interactions students have on campus and within their local communities
therefore, student characteristics can both directly and indirectly shape the success of the student
(Hirschy et al., 2011). Also imperative to be mindful of is that students are members of numerous
communities, both on campus and off, all of which can influence their success, and potentially
affect their perception and disposition with future academic and occupational goals (Hirschy et
al., 2011). The conceptual model suggests that, while students are connected to their local
community and their community college, both can offer sources of support or challenges for
CTE students as these environments often overlap for students (Hirschy et al., 2011).
College Environment
This conceptual model separates the college environment into three categories:
“academic and social integration, campus support, and career integration” (p. 311) of which the
first two are housed on campus, while the third incorporates connections with the local
community (Hirschy et al., 2011). Both academic and social integration have been identified as
key components to student success by many (Bean & Eaton, 2000; Bean & Metzner, 1985;
Braxton et al., 2007; Tinto, 1993); however, Karp et al. (2008) discovered that academic and
13

social integration were directly related to levels of persistence during their interviews of first-
year community college students. Further, integrations were suggested to be more effective when
carried out in the classroom through activities and practices such as active learning, diversity in
learning, and cultivating community amongst classmates (O’Gara et al., 2009; Strauss &
V olkwein, 2004). Additional suggested support for CTE students that have proven beneficial to
success have been financial guidance, clearly depicted program pathways, active advisement,
and an overall commitment to student success from faculty and staff (Hirschy et al., 2011).
Seeing as CTE programs focus on technical skills and knowledge building, career
integration is a critical component to include in the support methods for CTE students (Hirschy
et al., 2011). As students expand their understanding and exploration of career opportunities, they
utilize experiences and knowledge gained from academic instruction, interactions with peers,
faculty, and staff, and academic and social networks to individualize their personal and
professional identities (Hirschy et al., 2011). This process typically occurs somewhere in
between the college environment and the local community as CTE programs at the community
colleges hold strong community connections through advisory boards and committee meetings,
job fairs, internship opportunities, and guest speakers brought in to inform of the possibilities of
employment (Hirschy et al., 2011).
Local Community Environment
Being cognizant that CTE students are members of several communities that have the
potential to influence their success in both positive and negative ways, integrating the local
community into student support systems and programs can effectively boost the potential for
success (Hirschy et al., 2011). Examples of community-based support services tailored to CTE
student needs are transportation services, child care, one-stop centers, scholarship and loan
14

opportunities from local businesses or groups, and other support offerings to help students
manage their family, work, and school commitments (Hirschy et al., 2011).
Student Success
In this model, student success is based on the student’s educational goals which, in the
realm of CTE can vary significantly (Hirschy et al., 2011). Students enrolling in CTE programs
enter for a number of reasons, some of which include to gain certification, acquire industry
knowledge, or find gainful employment (Hirschy et al., 2011). It is important to remember the
multitude of potential goals and outcomes when analyzing CTE student success, as traditional
success measures may not adequately take into account historically marginalized student
populations, students that are frequently seen in CTE courses (Harbour et al., 2003; Hirschy et
al., 2011). When assessing success rates in CTE programs, Hirschy et al. (2011) suggest to look
past student retention and focus on the amount of students who met their self-outlined goals,
perhaps to complete their certification, learn new skills, boost college credits, or gain
employment in their chosen field.
This conceptual model can assist community college faculty members, administrators,
and policy makers as they review and design programs and practices to support student success
in CTE programs. A firm understanding of student characteristics and variety of educational
goals can inform CTE leaders as they plan for, implement, and analyze support services aimed at
student success. Such knowledge can increase the likelihood of effective transformative change.
Transformational Leadership
Burns characterizes transformational leadership as a leader who “champions and inspires
followers...to rise above narrow interest and work together for transcending goals” (2004, p. 26).
Transformational leadership was introduced in 1978, suggesting that this style of leadership
15

engages leaders and followers in a collaborative working relationship, thereby increasing the
integrity and shared goals between both parties (Burns, 1978; Northouse, 2018; Spencer, 2002).
Synonymously called charismatic leadership, transformational leadership describes leaders who
impart their charisma or magnetism to inspire others to reach past their expectations and/or goals
to achieve new heights by banding together and pooling resources toward a common goal
(Bolman & Deal, 1991; Burns, 1978; Northouse, 2018; Spencer, 2002). Later, transformational
leadership was expanded upon to include the idea that such leaders inspired, empowered, and
revolutionized their followers by exemplifying the idea of interests for the good of the cause
which should eclipse the interests of self (Bass, 1985; Spencer, 2002). Overall, of the notable
characteristics of a transformative leader is the ability and intent to create connections with those
around them on the foundation of trust and mutual respect in order to foster community and
collaboration, which creates a more accepting environment when working together to attain
shared goals (Bass, 1985; Bass & Avolio, 1993; Northouse, 2018; Spencer, 2002).
Among the commonly found themes of transformational leadership exist a string of
principles that characterize this leadership style: personal attention, in the sense that individual
guidance and consideration is offered to improve learning and growth opportunities; influential
encouragement, in the sense that the leader establishes, communicates, and models high yet
attainable expectations through their interactions; personalized influence; in the sense that
leaders embody and exude strong and consistent ethical and moral conduct in all affairs causing
followers to garner respect and trust in the leader and attempt to follow suit themselves; and
academic provocation, in the sense that the leader’s actions motivate followers to take on new
tasks or ways of thinking to increase creativity toward problem solving and action (Bass, 1985;
Bass & Avolio, 1993; Burns, 1978; Northouse, 2018). Effective leaders work towards building a
16

united set of values and shared commitment by exemplifying, modeling, and professing a
focused mission and vision, setting and meeting organizational goals individually and
collectively, and capacity building in others to reach outlaid goals (Bolman & Deal, 2017;
Northouse, 2018).
Guided Pathways
Concerns surrounding knowledge gaps tend to occur at the community college level in
large part due to low overall completion rates (Shapiro et al., 2014) as well as the fact that first-
generation and low-income students tend to represent a large portion of enrollment (Bailey et al.,
2014). Students entering the community college setting are typically faced with an array of
choices, a lack of clearly depicted program maps, and are left on their own to choose a program
of study and create a plan for completion, often with little to no guidance from a counselor or
advisor (Jenkins & Cho, 2013; Venezia et al., 2010). As a result, students report experiencing
confusion and frustration as they navigate course selection and program completion
requirements, making costly decisions that extend graduation or transfer deadlines (Rosenbaum
et al., 2006; Venezia et al., 2010).
Visualizing the Need
A review of 100 student transcripts revealed “nearly a third of those students had taken so
many wrong courses in their first year that they had already delayed their completion by a
semester” (Mangan, 2017, p. 2). “The majority of California community college students who
first enrolled in 2010 still had not completed any program or transferred to a university six years
later” (Roach et al., 2018, p. 2). Of this same group of students, the completion rates for part-
time, low-income, Hispanic, African American, and American Indian students fell even lower
(Roach et al., 2018).
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Initiatives for Implementation
Aware of the consequences of leaving students to navigate their own paths, several
initiatives have come about promoting funding, reforms, and funding for guided pathway
developments, such as Completion by Design (2011) and Complete College America (2014).
Bailey et al. (2015b) published what has come to be the main resource for guided pathway
implementation. In this, comparisons were drawn between status quo pathways and guided
pathways, stating that status quo tended to have limited or optional career and college planning at
the forefront, offered too many course choices with complex and unclear requirements, pathways
that were difficult to navigate and misaligned with career or transfer end-goals, limited feedback
and support with no progress monitoring, and insufficient connections with local high school
feeders (Bailey et al., 2015b). In opposition to the status quo, guided pathways offer students
career and college planning from the onset, clearly depicted program mapping, reliable course
scheduling, supports (academic and otherwise) built into the programs, consistent progress
tracking and feedback, as well as working partnerships and bridge programs with local high
schools (Bailey et al., 2015b).
Students have an increased likelihood of completion if they select a goal early on, have a
transparent path of courses needed, and receive steadfast support and guidance throughout their
journey (Roach et al., 2018). Additionally, success in college is tied to the ability to navigate the
transition from the secondary setting, which is highly controlled and limited, to a postsecondary
setting, which has significantly more options and choices for the student (Barefoot, 2004; Berger
& Milem, 1999; Sparkman et al., 2012; Tinto, 1993).
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Guided Pathways in California
In order to scale the guided pathways framework, state funding was made available to
California community colleges to build and implement guided pathways that are tailored to the
students and communities they serve (Roach et al., 2018). The California Guided Pathways
project, which aims to help colleges “ implement an integrated, institution-wide approach to
student achievement by creating structured educational experiences that support each student
from point of entry to attainment of high-quality postsecondary credentials and careers,” selected
20 community colleges to participate in the project (Foundation for California Community
Colleges, 2020, para. 1). Suggestions for implementation and areas of focus centered around four
areas of practice: mapping programs of study, assisting students in program/pathway selection,
helping students stay on track within the pathway, and ensuring students are meeting learning
objectives (Jenkins et al., 2017; Mangan, 2017).
Integrated Student Support Services
Student support mechanisms are a critical component to student success, especially in the
realm of guided pathways. Traditionally, support services are separated from instructional
programs in every factor; administrators, staff members, locations, data systems, and student
engagement expectations (Dadgar et al., 2014). While the separation may aid in the
simplification of understanding and offering of services, it creates barriers for students who may
not know which services would best support their success in classes and in completion (Nodine
et al., 2012; Weissman et al., 2009).
Research shows that when support services are optional and not incorporated with
students' course of study, the majority of students do not utilize them, especially first-year, first-
generation, and low-income students, who may benefit from offered services the most (Cox,
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2009; Karp et al., 2008). Some community colleges have begun the work of embedding
instructional and student support services to provide an all-in-one program that identifies
services needed by students and pairs them with the respective support(s) (Dadgar et al., 2014).
During the process community colleges found that, by aligning student services with instruction,
improvements were noted in the following areas: expanding student access to services, ability to
monitor student progress and redirect students who veer off-track, frequency and quality of peer
support, learning engagement opportunities and services, supports offered for first-year students,
and the reduction of stigmas around utilizing support systems (Dadgar et al., 2014).
Implanting supports in classes, programs, and departments creates a focused and
deliberate connection between the curriculum and instruction occurring in courses as well as
tailored services based on the needs of the programs and the students in them (Dadgar et al.,
2014). Some community colleges are even assigning advisors to departments in an effort for
support staff and faculty to collaborate and customize supports for students in both academic and
non-academic needs of the program and awaiting career fields (Collins, 2004; Dadgar et al.,
2014). Additionally, tutors can be placed in classes with historically low-pass rates or required
tutoring can be added as an additional component to the class (Dadgar et al., 2014).
Studies show that integrated student supports can improve the likelihood of earning a
credential through embedded academic assistance and guidance in understanding college
procedures and policies (Bahr, 2008; Weissman et al., 2009). Administrators who have
implemented integrated student services credit the change for increasing access to services by
embedding them in the classrooms and enhancing the quality of instruction and support services
combined by aligning the two (Dadgar et al., 2014).
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Case Studies
The case studies discussed below followed and researched colleges along their journey of
guided pathways implementation. Both studies provided key insights into what was deemed to be
of benefit to the success of the courses and programs as well as the guided pathway process as a
whole. Strategies for planning and implementation were presented as well as examples of
transformational leadership that was stated to have been instrumental in the process.
The Tennessee Board of Regents
In 2018, the Tennessee Board of Regents (TBR) was noted as the furthest along in the
implementation of guided pathway reforms (Jenkins et al., 2018). All 13 of the state’s
community colleges were rebuilding their policies, practices, and programs in order to provide
increased assistance as students chose, entered, navigated, and completed their selected programs
(Jenkins et al., 2018). Focused on increasing the probability of student end goal achievement,
TBR utilized backwards planning in the following areas: revamping student intake processes to
promote academic and career exploration, normalizing early academic planning, designing entry
courses to be completed within the first year with specialized coursework beginning in the
second year, modernizing student advising and support systems, proactively monitoring student
progress and responding to student needs accordingly, and using learning outcomes as
professional development and program review opportunities (Jenkins et al., 2018). TBR has
termed their efforts “completion practices,” which are categorized under four main areas:
“mapping pathways to student end goals, helping students choose and enter a program pathway,
keeping students on path, and ensuring that students are learning” (Jenkins et al., 2018, p. 3).
As a direct result of the guided pathway planning and implementation efforts, the TBR
has seen a dramatic increase in their credit momentum. In 2010,
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13 percent of [the] fall cohort students completed one or more college credits in their first
term, and 12 percent completed 24 or more credits in their first academic year. Six years
later, 30 percent of students in the fall 2016 cohort completed 12 or more college credits in
their first term, and 24 percent completed 24 or more credits in their first academic year
(net improvement of 136 and 101 percent, respectively) (Jenkins et al., 2017, p. 30).
Additionally, the Tennessee community colleges have increased their collaboration with high
school districts by extending opportunities for secondary students to enroll in college courses
focused on improving college-readiness (Jenkins et al., 2018). Such opportunities increase the
likelihood of college persistence through early credit attainment, career exploration, academic
and financial planning assistance, and an early insight to the demands of higher education
(Jenkins et al., 2018).
Miami Dade College
In 2011, Miami Dade College (MDC) launched a year-long examination and planning
process focusing on three main objectives:
cultivate a collective understanding of the problems students encounter as they navigate
through college, create a comprehensive plan to address the problems, (and) build support
for the initiative, particularly among faculty, staff, and administrators who did not
participate directly in the planning. (Bailey et al., 2015a, p. 2)
Over 200 faculty members participated in the program mapping, using backward planning to
ensure each program map met Florida’s general education requirements as well as the required
courses for each program (Bailey et al., 2015a; Rodicio et al., 2014). Pathways for each program
were also mapped for full-time and part-time students (Bailey et al., 2015a; Rodicio et al., 2014).
Once program maps were created, they were shared with student services directors, academic
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deans, and the initiative committee for feedback, creating a multi-tiered examination of planning
and supports (Bailey et al., 2015a; Rodicio et al., 2014). Simultaneously, intake processes were
restructured to eliminate late registration, summer boot-camps were implemented to familiarize
students with campus and address any remediation needed, and established mandatory new
student orientations where students learned about resources on campus and met their assigned
advisor (Bailey et al., 2015a).
Miami Dade College saw that 70% of incoming students met and developed an academic
plan as a result of the connections made at orientation, boosting their retention rate by eight
percent when compared to those who did not seek or utilize the aid of an advisor (Bailey et al.,
2015a). As a result of the program mapping, MDC garnered more revenue from increased
retention rates, allowing them to hire 25 additional full-time advisors to expand and improve
support services (Bailey et al., 2015). The addition of so many advisors also allowed for the
creation of pre-college advising opportunities to local high schools beginning in 2013, which
they credit for a 13% increase in the number of surrounding high school graduates enrolling at
MDC (Bailey et al., 2015a; Rodicio et al., 2014).
According to Bailey et al. (2015a), one of the most critical factors in the transformative
changes seen at MDC was the leadership of the college president, Dr. Eduardo Padrón. Dr.
Padrón set the vision, dedicated resources to the initiative, and created a taskforce of full-time
staff to create and plan for guided pathway implementation, then took a step back (Bailey et al.,
2015a; Rodicio et al., 2014). Knowing that such planning and collaboration would be difficult if
dictated to the taskforce, Dr. Padrón allowed the creation, preparation, and implementation
processes to be built from the ground up by faculty and staff (Bailey et al., 2015a; Rodicio et al.,
2014). Throughout the process, effective communication was deemed to be a key element across
23

all levels of the taskforce participants in maintaining effective collaboration to student success
solutions (Bailey et al., 2015a; Rodicio et al., 2014).
Guided Pathways in Career Technical Education
Since there is minimal existing literature on the use of guided pathways in community
college CTE programs, synthesis of this topic proves difficult. However, recommendations have
been given regarding important components and research-based success mechanisms related to
community college CTE programs. Van Noy et al. (2016) highlighted four CTE programs with
historically high and consistent enrollment and studied them at eight separate campuses in
Washington. The study’s framework focused on four measures of structure proven to be relevant
and beneficial (Deil-Amen & Rosenbaum, 2003; Reason, 2009; Rosenbaum et al., 2006; Scott-
Clayton, 2011; Van Noy et al., 2016); program alignment: the level in which programs are
related to future occupational and educational success; program prescription: the level of
outlined programmatic structure and flexibility of course selection; access to information: the
level in which important information is readily accessible and available to all; and active
advisement and support: the level in which college staff provide program information to
students, while monitoring students’ progress and supporting them throughout their educational
journey (Van Noy et al., 2016). Program alignment, or connection to the labor market, has shown
to link students’ educational efforts to their forthcoming careers (Hirschy et al., 2011;
Rosenbaum et al., 2006; Stuart et al., 2014) and allows for the involvement of potential
employers in the design of the program and aligning learned skills to work force needs (Cleary &
Van Noy, 2014; Rosenbaum et al., 2006). Program prescription has shown to aid students in
accomplishing their goals by limiting course options, providing clear and understandable
program maps, and streamlining program offerings (Center for Community College Student
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Engagement, 2012; Dadgar et al., 2013; Rosenbaum et al., 2006; Scott-Clayton, 2011). Access to
accurate and understandable information has proven to allow students to manage and manipulate
college programming and course selections (Deil-Amen & Rosenbaum, 2003; Jaggars &
Fletcher, 2014; Rosenbaum et al., 2006; Scott-Clayton, 2011). Active advising can allow for
direct engagement of students as an integrated portion of their selected program (Karp, 2011;
Rosenbaum et al., 2006) and can encompass intentional advising that identifies and tailors
advising to the needs of the student, thus improving support services and efficacy of already
limited college advisement staff members (Jaggars & Fletcher, 2014; Karp, 2013)
Program Alignment
The CTE programs studied were closely linked with their respective labor markets
demands, as well as accreditation bodies, advisory committees, and local employment agencies
(Van Noy et al., 2016). In varying forms, all programs offered students information and
assistance with job searches, job placement, skills embedded in the curriculum to help them
develop and hone both hard and soft skills, likely due to the varying requirements for mandated
employment tracking of certain programs, in which increased and persistent support was seen in
programs, and less stringent employment tracking requirements, in which less focused supports
were used (Van Noy et al., 2016). Advisory committees were a strong influence in all programs
as this allows for local business partners to share and influence content taught in class based on
trends or needs in the workforce (Van Noy et al., 2016). Lastly, all programs were observed to
build foundational knowledge to create options for students to pursue employment or additional
education after the conclusion of the program by creating “stackable” credits that allows for
scaffolded learning for the future (Van Noy et al., 2016). Each of the programs studied offered at
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least one additional certification along with their industry certification or credential acquired at
the culmination of their program (Van Noy et al., 2016).
Program Prescription
Regarding program prescription, Van Noy et al. (2016) found that the selected CTE
programs were exceedingly structured with little to no flexibility of course selection, as most
courses were mandatory or deemed critical as part of credentialing requirements or labor market
demands. As part of program prescription, 62% of programs studied utilized cohort models, in
that students enter and progress throughout the program together, which was credited for
increasing connections and collaboration between students and fostering increased student
faculty connections and interactions as shared by program staff members via interview responses
(Van Noy et al., 2016). Difficulties and concerns from program staff members interviewed
circled around the rigidity around course sequencing, stating that students who fail a course often
have to wait until the next time it is offered to retake, often in the following school year; and
course scheduling, in the sense that course offerings do not always take into account students
who may have to work or manage outside personal commitments alongside their educational
commitments (Van Noy et al., 2016).
Access to Information
Access to information was assessed in regard to availability and clarity of program
information for both current and prospective students (Van Noy et al., 2016). Of the most
analyzed information sharing platforms was school and program websites, as this generally is the
method that the majority of students use for guidance and reference when navigating or selecting
a program of study (Van Noy et al., 2016). Among the eight programs studied, findings were
mixed in relation to access and clarity of information, with some programs offering high-quality,
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highly detailed and understandable program information including required courses, sample
schedules, and points of contact, while other programs lacked information that could have been
useful for students towards completion or enrollment. (Van Noy et al., 2016).
Active Advising and Student Support
Due to the high structure of the CTE programs studied, the levels of individual academic
advising required was noted to be diminished as the design of the programs was clearly laid out
for students (Van Noy et al., 2016). However, advising and support shifted in its traditional
formats in the fact that program faculty and staff members were found to provide a significant
amount of advising and support to the CTE students, especially in those programs that utilized
cohort models (Van Noy et al., 2016). As such, high engagement between faculty, staff, and
students were observed in all realms; academic, advisement, and support (Van Noy et al., 2016).
Components studied and suggested by this conceptual model will assist CTE leaders in
selecting the best structures and supports for their students, programs, and college. By clearly
outlining aspects of CTE programs that prove beneficial, Van Noy et al. have given the
practitioner a customizable template based on the needs of students, advisory boards, partnering
employment agencies, and local labor markets. Such information and examples of varied
approaches and student outcomes is invaluable to leaders looking to implement guided pathways
in their programs.
Importance of CTE Certificates for Labor Market Success
In an economy where a high school diploma or equivalency often does not allow
individuals to earn family-sustaining wages due to ever-evolving globalization and technology,
certificates present a viable avenue to gainful employment through short-term educational
programming (Carnevale et al., 2012). Certificate earners are employed in a number of
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industries, of which agriculture/forestry, auto mechanics, aviation, business/office management,
computer and information services, construction trades, cosmetology, drafting, electronics, food
services, healthcare, metalworking, police/protective services, refrigeration heating and air
conditioning, and transportation and materials moving ranked among the leading industries
(Carnevale et al., 2012).
Bosworth (2010) states that certificates are an underutilized opportunity, in some cases
earning more than an associate’s and bachelor's degrees. Certificates often offer a high-yield
return for students balancing school with employment and caring for dependents—
responsibilities of most American college students, particularly those who are low-income and
first-generation (Bosworth, 2010). Possessing a postsecondary certificate is estimated to be
worth an additional $473,000 over the span of a lifetime, or 20%, when compared with those
who only possess a high school diploma or equivalency (Carnevale et al., 2012; Carnevale et al.,
2010). Further, 43% of certificate holders earned more than their counterparts who held an
associate's degree and 27% earned more than counterparts holding a bachelor’s degree
(Carnevale et al., 2010). Certificate programs also boost the probability of career success,
particularly among Hispanic and black students, who were found to earn one-third of all
certificates (Bosworth, 2010). Certificates of at least one year of study were found to have
considerable and dependable labor market financial worth, and are especially accessible to recent
high school graduates and returning students who may not be attracted to conventional degree
programs (Bosworth, 2010).
Earning a CTE certificate acquisition not only gives students a solid base of knowledge
ready for immediate use or continued scaffolding, but can often be students' most direct avenue
for college completion and a successful, in-demand career (Bosworth, 2010). This is important
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for all leaders, not only those in CTE to be mindful of, as CTE certifications can help to fill the
skilled labor gap the United States is currently facing.
Bridging the Gap from High School to Community College
The Carl D. Perkins V ocational and Technical Education Act (2006) was enacted with the
primary focus being on the academic success of students in CTE courses and to increase and
enhance the working partnerships between secondary and post-secondary institutions in relation
to CTE courses and programs. As a result of increased resources, funding, and accountability
measures, community college CTE programs have bolstered efforts to extend learning
opportunities to high school students and adequately prepare them for their chosen next step.
Dual Enrollment and Articulations
Dual enrollment and articulation opportunities give students the opportunity to participate
in college-level classes while still in high school. Participation in dual enrollment and articulated
college-level classes has shown to have several benefits to students, namely: increased interest in
school (Hoffman et al., 2009), increased self-confidence (Bailey & Karp, 2003; Bragg & Ruud,
2007; Speroni, 2011), effective preparation for rigors and demands of post-secondary (Bailey &
Karp, 2003; Hoffman et al., 2013), increased probability of college enrollment (Allen, 2010;
Burns et al., 2019; Chen, 2016; Karp et al., 2008), increased post-secondary enrollment of
historically marginalized students (Garcia et al., 2019; Hoffman et al., 2013), increased post-
secondary grade point averages (Allen & Dadgar, 2012; Garcia et al., 2019; Young et al., 2013),
increased persistence (Garcia et al., 2019; Karp et al., 2008), lowered overall cost of credential
attainment (Bailey & Karp, 2003; Hoffman et al., 2013; O’Keefe et al., 2010), and decreased
time to credential attainment (Burns et al., 2019; Young et al., 2013). College-level courses in
high school have also shown to hold the interest of advanced students who may be under
29

stimulated with secondary classes (Brewer et al., 2007) and bring curriculum relevance and
interest to those students who are uninterested in progressing to post-secondary, or even the
completion of high school (Cellini, 2006; Hoffman et al., 2013).
In relation to post-secondary enrollment and graduation, dual enrollment and articulated
classes, Grubb et al. (2017) found that participants are
26% or nearly 2.5 times more likely to graduate in 2 years, and 28% or nearly 1.5 times
more likely to graduate in 3 years. In contrast, over 11% of non-participants needed
remediation while only 15% completed in 2 years. Even at 3 years, the non-participants
lag participants by 9% (p. 79).
Taylor (2015) studied the enrollment and completion rates of post-secondary historically
marginalized students who had taken dual-enrollment classes. “92% of dual credit students
enrolled in college and 43% completed college, whereas only 66% of non-dual credit students
enrolled in college and 29% completed college” (Taylor, 2015, p. 371). Further, when analyzing
low-income students, Taylor (2015) found that 86% of low-income students that had taken dual-
enrollment classes enrolled in college, of which 34% completed with a credential. This stands in
contrast to other students in the same income category that did not take dual-enrollment classes,
of these, 56% and 18% completed college, respectively (Taylor, 2015).
Dual-enrollment and articulation opportunities are a viable option for high school
students to explore and become acquainted with the demands of potential career options and
post-secondary education. These classes and programs also offer administrators and faculty from
both secondary and post-secondary the opportunity to collaborate on topics such as curriculum,
standards, assessments, and methods to ease the transition from high school to college (Hoffman
et al., 2009). This information is important for leaders to understand as implementation can have
30

great implications for the continued success of students (Hoffman et al., 2009). Additionally,
research supports the benefit of such classes and programs in accessing and preparing
historically marginalized, low-income, and first-generation students as they navigate post-
secondary education and work to close the enrollment and attainment gap (Blankenberger et al.,
2017; Murillo & Schall, 2016). These proven data points, coupled with research on the benefits
of CTE, can serve as evidence-based practices for leaders at both the high school and community
college level to work collaboratively to build or strengthen dual-enrollment and articulation
opportunities for secondary students.
Post-Secondary Enrollment and Success
Cellini (2006) found that CTE participation in high school can increase the likelihood of
post-secondary, particularly community college, enrollment. When analyzing the background of
credential seeking college students, one data-point Hirschy et al. (2011) sought to find was the
number of students in varying certificate and credential programs who had taken CTE courses in
high school. It was found that 4.4% of students seeking a bachelor’s degree (academic and CTE
related), 11.4% of students seeking an academic associate’s degree, 18.5% of students seeking a
CTE related associate’s degree, and 23% of students seeking a CTE certificate had all taken at
least one CTE course during high school, showing that participation can positively influence
participation in higher education (Hirschy et al., 2011).
Dietrich et al. (2016) found that community college students who had taken CTE
coursework in high school exhibited the same probability, if not more so, to realize their post-
secondary educational goals, and had noticeably higher odds of earning a certificate or
associate's degree when compared to students from general high school curricular programming.
The same study also found that students from a high school CTE program held an advantage in
31

certificate and associate acquisition over students from a college preparatory as well, most likely
due to the focused attention and existing knowledge of career goals (Dietrich et al., 2016).
Student Retention and Graduation from High School
For those high school students who may not wish to pursue higher education after high
school, CTE course involvement has still proven to be valuable. Polidano and Tabasso (2014)
estimated that students who take CTE courses in high school increased their probability of
completing high school by 14%. Additional studies confirmed this, adding that students aged 15-
19-year-old were among the most impacted in terms of increased graduation probability (Bishop
& Mane, 2004; Cellini, 2006). Research shows that a ratio of one CTE class to two academic
classes has shown to offer the highest potential for increased retention of students through
graduation (Plank et al., 2008). Suggestions surrounding this ratio include the speculation that a
combination of cognitive, emotional, and behavioral engagement occurs within CTE courses and
is maximized when taken along with academic core classes (Plank et al., 2008). The combination
of the two types of classes can aid students in visualizing the value of academic classes in
preparing for their future as they relate to their goals, often created or solidified as a result of the
career explorations that occur in CTE classes, thus engaging students and keeping them in school
(Plank et al., 2008).
The benefits of CTE classes discussed above are important for CTE leaders to understand
and actively share with all constituents. Community college CTE leaders can use this data to
justify the need for creating or reinforcing outreach and partnerships with local high school
campuses as feeders for their programs. High school CTE leaders can use this data to market the
many values of CTE participation to students, parents, counselors, and district stakeholders to
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increase support for such classes and programs to be offered alongside traditional core academic
classes.
Conclusion
This extensive literature review justifies the proposed research regarding effective
leadership practices in the implementation of guided pathways from high school to community
college. There is a wealth of information on all topics individually, however none that address
the totality of the topic and research questions posed by this study. Moreover, there is no
literature describing what leadership styles, practices, and techniques have been utilized or
proven effective in the implementation of guided pathways in CTE. Information on this specific
topic is important to know as CTE students, both at the high school and community college level,
typically have different needs than students in general academic programs. Effective leadership
practices in this area of study is relevant and timely to examine as CTE can not only prepare
students for a successful future in the workforce, but can positively impact the lives of students
through gainful employment while also helping to fill the widening skilled labor gap the United
States is currently facing. Chapter Three discusses the design of the study, as well as data
collection and analysis methods to be used.

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Chapter Three: Methodology
Research has shown that among the most important factors in determining student
success regarding college completion, early identification of a completion goal and the length of
time towards completion are paramount (Roach et al., 2018, p. 2). While there remains an
overwhelming push for students to complete advanced degrees, there too remains a wealth of
short-term study CTE programs that offer certification and pathways into high-wage, high-
demand careers that can aid in closing the skills gap the country is currently facing (Cleary &
Van Noy, 2014; Hirschy et al., 2011; Rosenbaum et al., 2006). Although the various
examinations of student success and retention strategies are insightful, there is a dearth of
research on effective leadership practices used to plan, implement, and evaluate the success of
guided pathways for CTE.
Purpose of the Study
The purpose of this study is to identify key leadership skills and practices used in the
creation, implementation, and maintenance of successful guided pathways for CTE students at
the community college level. This study examined leadership qualities, formal and informal
learning experiences, and program assessment practices of administrators as they pertain to
guided pathways. This is important to understand and emphasize as “organizing what we know
about leadership is one way to become more deliberate and strategic in our efforts to improve the
conditions for student achievement” (Hitt & Tucker, 2016, p. 563).
The literature review revealed that, while a multitude of studies have been conducted
focused on transformational leadership (Bass, 1985; Bolman & Deal, 1991; Burns, 1978;
Northouse, 2018; Spencer, 2002) and guided pathways (Bailey et al., 2015a; Bailey et al., 2015b;
Foundation for California Community Colleges, 2020; Jenkins et al., 2017; Mangan, 2017;
34

Roach et al., 2018) as separate entities, there remains a dearth of literature surrounding the effect
of transformational leadership and guided pathways combined. Moreover, there are few studies
that explore guided pathways for CTE (Hirschy et al., 2011) at the community college level.
While a conceptual model exists that outlines suggestions for post-secondary occupational
programs (Hirschy et al., 2011; Van Noy et al., 2016), considerations are only given for
programmatic change (i.e. program alignment, program prescription, access to information, and
active advisement and support) and do not highlight or offer suggestions as to the effective
practices of the leaders implementing such changes. Because of this, research is needed to
explore leadership styles, characteristics, inherent and strategic practices of effective leaders in
guided pathway implementation for CTE programs. To address this literature gap, the purpose of
this study was to evaluate the effective leadership practices and characteristics of key community
college administrators who have, or are in the process of, implementing guided pathways for
CTE programs. As such, the following research questions were used to guide the study:
1. What do CTE administrators believe are effective leadership practices to lead guided
pathway planning to completion?
2. What formal and informal learning processes do CTE administrators engage in to develop
and implement guided pathways?
3. What practices do CTE administrators employ to ensure the success of guided pathways?
4. How do CTE administrators measure the effectiveness of their guided pathway
programs?
Design Overview
This study was conducted through an explanatory sequential mixed-methods design
involving two-phases; an initial quantitative data collection and analysis phase followed by a
35

second phase for qualitative data collection and analysis (Creswell, 2018). Quantitative data
collected in this type of study typically seek to identify measurable traits or ideals followed by
the qualitative data which seeks to build upon and explain the results of the quantitative portion
(Creswell, 2018). A mixed-methods approach to research aims to increase both the reliability and
validity of data, findings, and recommendations through applying different methods of inquiry
and comparing information gained from each (Bamberger, 2012). Through the use of multiple
assessments, the collected data can offer a deeper understanding of the research study while
providing rich information for use in findings and recommendations for future research
(Bamberger, 2012).
The Multifactor Leadership Questionnaire (Form 5x; Avolio & Bass, 2004) was used for
the quantitative data portion of this study as its design and structure seeks to identify dominant
leadership traits and styles, aligning with research question one of this study. The MLQ-5x has
been used routinely in research as a method of studying transformational, transactional, and
passive/avoidant leadership traits (Avolio & Bass, 2004). A shortened version of the MLQ-5x,
the MLQ-5x short, offers 45 questions that seek to identify and assess dominant leadership traits
that previous research has shown to be highly indicative of success to both the organization and
the individual (Avolio & Bass, 2004). Data collected from this survey quantitatively identified
the traits and styles of leadership used by CTE administrators at the community college level, as
well as guided the research in regard to planning and preparing the qualitative portion of this
study (Creswell, 2018).
The qualitative portion of this study sought to build upon, find examples of, and dive
deeper into how those leadership traits and behaviors indicated in the MLQ-5x short (Avolio &
Bass, 2004) play out in the programmatic planning and implementation of guided pathways. In
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general, qualitative studies seek input and examples of how personal beliefs and ideals exist
within the contexts of the study and research questions (Creswell, 2018; Merriam & Tisdell,
2016). While a standard interview protocol existed, questions were altered to better investigate
leadership traits based on the responses from the MLQ-5x short. Data collected from the
qualitative interviews was analyzed in conjunction with the quantitative survey responses to link
data from both instruments in order to answer the research questions laid out in this study.
Triangulation of the two sources was conducted to validate the data, as triangulation
promotes validation through the use of multiple sets of data to cross verify and substantiate
findings (Creswell, 2018). As such, qualitative interview data was examined in order to validate
reported beliefs, traits, or tendencies recorded by responses to the MLQ-5x short (Avolio &
Bass, 2004).
Population Sample
The population targeted for this study were CTE administrators at the community college
level at institutions in and around the Los Angeles area. Overall this study utilized both
convenience and purposeful samplings (Merriam & Tisdell, 2016) due to the proximity of
colleges and selection of institutions contingent upon CTE program offerings. For the
quantitative portion of the study, criterion-based sampling (Merriam & Tisdell, 2016) was
utilized placing a two-year minimum experience requirement in their current roles in order for
potential participants to qualify for the study. Criteria was implemented to increase the likelihood
that participants had experience in either the planning, implementation, maintenance, or
improvement of guided pathways in CTE and could provide information-rich data relating to
their experiences.
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Following the quantitative data collection, purposeful selection was again used for the
qualitative interviews depending on the participants response to the MLQ-5x short (Avolio &
Bass, 2004). Those administrators whose survey results indicated a dominance in
transformational leadership traits and behaviors were sought for an interview in order to dive
deeper into their practices, experiences, and tendencies to answer the research questions.
Instrumentation
The shortened version of Avolio and Bass’ (2004) Multifactor Leadership Questionnaire
(form 5x; MLQ-5x short) was used to collect quantitative data pertaining to leadership practices,
tendencies, and traits of the study participants. This version of the MLQ is commonly used in
research assessing leadership characteristics (Muenjohn & Armstrong, 2008) as it examines three
categories of leadership; transformational, transactional, and passive/avoidant (Avolio & Bass,
2004). These categories are characterized and analyzed by nine factors, each measuring the three
categories of leadership (Avolio & Bass, 2004; Mind Garden Inc., 2004). The MLQ-5x begins
with five elements examining transformational leadership, specifically idealized influence -
attributes (IIA), idealized influence - behaviors (IIB), inspirational motivation (IM), intellectual
stimulation (IS), and individualized consideration (IC; Avolio & Bass, 2004; Mind Garden Inc.,
2004). The remaining four factors are split evenly between transactional and passive/avoidant
leadership. Answers to all questions or statements posed in the MLQ-5x short were structured as
a Likert scale ranging from 1 to 5 with meanings to each number being: 1= not at all, 2=once in a
while, 3=sometimes, 4=fairly often, 5=always (Avolio & Bass, 2004; Mind Garden Inc., 2004;
Muenjohn & Armstrong, 2008). Several studies have been conducted examining the validity and
reliability of the MLQ-5x. Structural validity and internal reliability were assessed by Muenjohn
and Armstrong (2008), finding a strong reliability with a Cronbach’s alpha score of 0.86
38

(Kurpius & Stafford, 2006) and suggesting the MLQ-5x to be a credible quantitative assessment
for transformational, transactional, and passive/avoidant leadership styles. This study aimed to
find the leadership traits and tendencies of CTE administrators by which the MLQ-5x allowed
for the quantitative collection of leadership characteristics for deeper qualitative inquiry and
analysis.
Qualitative data was used in the format of interviews through a purposeful sampling, by
selecting administrators who oversaw CTE programs or departments, and convenience sampling,
by seeking input from community colleges within the Los Angeles and greater Los Angeles
areas. Purposeful selection can aid in answering the research questions as participants were
chosen based on their abilities to speak to and provide insight on the study topic (Merriam &
Tisdell, 2016). Additionally, criterion-based sampling was used by seeking the input of CTE
administrators with two or more years in an administrative role within CTE.
The process of a researcher and study participants communicating topics and questions
related to the study topic is known to provide a qualitative database in which to aid
comprehension of the topic being studied (Merriam & Tisdell, 2016). While an interview
protocol existed, semi-structured interviews were conducted with each participant as it allowed
more flexibility with the wording of interview questions as well as the order in which the
questions can be asked (Merriam & Tisdell, 2016). Using the interview protocol as a guide,
interview questions were asked in a slightly different manner in each interview based on the
situation and the environment at hand. True to a semi-structured format, some questions
remained the same for each participant in order to obtain focused, topic specific information
from each individual (Merriam & Tisdell, 2016) however, if a participant’s response was limited
in terms of the amount of information or detail provided, probes were used by asking a follow-
39

up, unscripted question to further explore and better understand (Merriam & Tisdell, 2016).
Conversely, if a participant gave very information-rich (Patton, 2014) responses, the semi-
structured protocol allowed for unscripted questions to dive deeper into areas of unexpected or
unplanned topics of conversation relevant to the research questions (Merriam & Tisdell, 2016).
Overall, semi-structured interviews allowed for the ability to cater each interview to the research
participant in order to better understand their experiences to later present more detailed potential
findings, as their words became data for analysis in qualitative research (Merriam & Tisdell,
2016).
Data Collection
Community colleges in and around the Los Angeles area were selected as potential sites
of research. Additional research was conducted via internet searches and phone calls to
determine if CTE administrators meet the two-year criteria of this study. As no current contacts
or affiliations existed at any of the selected institutions, prospective participants were contacted
electronically introducing self, focus of the study, participant selection criteria, as well as the
commitment to anonymity stating that all identifying information (i.e. name, position, institution,
specialized programs) will remain anonymous. Follow-up phone calls were made accordingly.
For those who agreed to participate, the MLQ-5x short surveys were sent electronically, taking
around 15 minutes to complete. Once survey data was received, responses were analyzed with
specific attention being paid to those participants who indicated a dominance in transformational
leadership. Those that held their highest score in transformational leadership were sought out for
an interview where questions were designed to probe into more specificity on what their
leadership styles and behaviors look like in the context of guided pathways.
40

For those selected for a follow-up interview, contact was made electronically, as well as
follow-up phone calls as needed. Interviews were conducted virtually through an online meeting
platform due to COVID-19 physical distancing measures. The interviews followed a semi-
structured format, with some questions remaining the same in order to maintain focus around
specific topics while also allowing the freedom to ask unscripted probes or follow-up questions
should topics be discussed by the participant that were not planned for but are relevant to the
study topic (Merriam & Tisdell, 2016). To aid in note-taking and to ensure the participants'
words were captured accurately, interviews were audio recorded after gaining permission from
the participant. After interviews were transcribed and stored safely on a dedicated, password
encrypted drive, all recordings were destroyed.
Data Analysis
An explanatory sequential mixed-methods approach was used to collect multiple data
sources with the intent of creating a rich and comprehensive understanding (Creswell, 2018) of
the effective practices, processes, and behaviors of CTE leaders and their experiences with
building or maintaining guided pathways in community colleges. Quantitative data retrieved
from research participants' responses to the MLQ-5x short (Avolio & Bass, 2004) were
triangulated with qualitative data collected through interviews and existing research on the topic
of this study. Analysis of the two data sources and existing research allowed for the identification
of effective leadership practices for CTE guided pathways at the community college level in
answer to the study’s research questions. Additionally, data from this study contributes to current
research on this topic while recommending areas for further research.
Data was analyzed using codes consisting of short words or phrases that titles a
summative, evocative, or salient attribute of data (Merriam & Tisdell, 2016). A priori codes were
41

pre-determined based on existing research (Corbin & Strauss, 2008; Merriam & Tisdell, 2016).
After a prior coding was complete, all data sets were re-examined to identify emergent codes
presented through the contributions of the research participants (Corbin & Strauss, 2008;
Merriam & Tisdell, 2016). All coded data was then used to triangulate information gained from
both survey and interview results in order to answer the study's research questions.
Ethical Considerations
The credibility and reliability of each study lies with the researcher who designs and
conducts the study and who also collects and analyzes the data (Merriam & Tisdell, 2016; Patton,
2014. The Ethical Issues checklist (Merriam & Tisdell, 2016) was considered, using the 12-item
checklist with each new stage of the study,
Explaining the purpose of inquiry and methods to be used, reciprocity (what’s in it for the
interviewee) and issues of compensation, promises, risk assessment, confidentiality,
informed consent, data access and ownership, interviewer mental health, ethical advice
(who will counselor on ethical matters), data collection boundaries, ethical and
methodological choices, and ethical versus legal issues. (pp. 264-265)
Further, this study was submitted to the University of Southern California Institutional Review
Board and was given approval before any data collection commenced. Before beginning any
portion of the study, participants were supplied with an informed consent form to sign indicating
they are aware of the study parameters and that their participation was voluntary. Informed
consent forms also discussed the commitment to anonymity, making it known that all identifiable
information would remain anonymous and that the participant could remove themselves from the
study at any point. For the semi-structured interviews, audio recording commenced after verbal
42

consent from the participant and was eventually destroyed after the recording had been
transcribed.
Summary
In this chapter, a description of the research problem, purpose, review of existing
research, and the methodology for this study were presented. A dearth of literature on this topic
exists thus creating the need for this study. Structured following the explanatory sequential
mixed-methods format (Creswell, 2018), this study began the quantitative collection of data
using the MLQ-5x short (Avolio & Bass, 2004) followed by virtual interviews for those
participants that presented traits or behaviors indicating a transformational leadership style on the
MLQ-5x short. Interviews followed a semi-structured format which allowed the ability to ask
unscripted questions or probes if the participant began offering unplanned but relevant
information that aided in providing rich information while answering the research question.
Study participants were all CTE administrators in and around the greater Los Angeles area who
have held their position for a minimum of two years. Data from the qualitative portion was
analyzed using a priori and emergent codes (Corbin & Strauss, 2008; Merriam & Tisdell, 2016).
Chapter Four discusses the results of the study followed by Chapter Five in which the
importance of the study and recommendations for future research is addressed.

43

Chapter Four: Research Results and Findings
The purpose of this study was to identify effective leadership skills and practices used in
the creation, implementation, and maintenance of guided pathways for CTE students at the
community college level. Transformational Leadership Theory (Bolman & Deal, 2017) was used
in conjunction with Hirschy et al.’s (2011) Conceptual Model for Student Success in Community
College Occupational Programs in order to examine leadership qualities, formal and informal
learning experiences, and program assessment practices of community college administrators as
they relate to guided pathways. Additionally, this study sought to address the literature gap
surrounding the topic of transformational leadership and guided pathways for CTE programs at
the community college level.
The beginning of this chapter reviews the purposes of the study, followed by a review of
the survey data collected and explanation of interview responses. Detailed analysis of the
findings is provided in order to address the following research questions:
1. What do CTE administrators believe are effective leadership practices to lead guided
pathway planning to completion?
2. What formal and informal learning processes do CTE administrators engage in to develop
and implement guided pathways?
3. What practices do CTE administrators employ to ensure the success of guided pathways?
4. How do CTE administrators measure the effectiveness of their guided pathway
programs?
Organization of Data Analysis
The data analysis began with a description of how the instrumentation tools and
techniques were used to answer the research questions guiding the study, followed by a
44

description of characteristics of the survey respondents and interview participants. A detailed
analysis of the research findings will be reviewed as they relate to each research question. Data
analyzed from the MLQ-5X (Avolio & Bass, 2004) relates exclusively to research question 1.
Data analyzed from interviews with community college administrators relates exclusively to
research questions two, three, and four.
Descriptive Characteristics
Survey Participants
The survey was administered to 20 community college administrators overseeing CTE
programs and courses. Surveys were conducted via a web-based platform and consisted of 45
questions. Avolio and Bass’ (2004) Multifactor Leadership Questionnaire Form 5x was used for
the quantitative data collection portion of the survey with permission from Mind Garden, Inc. In
addition to the 45 pre-constructed questions, an additional question was asked where participants
indicated their willingness to be interviewed as a follow-up to the quantitative survey.
Participants were asked to reflect on their leadership beliefs, practices, and actions while
responding to the survey. Of the 20 participants, four were selected for a follow-up interview
based on a transformational leadership average score of 3.5 and higher. Of the four who met this
benchmark, three were available to schedule and conduct a follow-up interview.
Interview Participants
Interviews were conducted via a web-based video chat platform using a unique entry
code to ensure the security and confidentiality of the meeting. Interview protocol followed a
semi-structured format in which a general set of follow-up questions were asked to build upon
survey responses, yet allowing flexibility to ask probing or unscripted questions to dive deeper
into information being shared by the participants. Interview questions totaled 16 questions at
45

minimum, with a maximum of an additional two unscripted or probing questions being asked at
maximum. To accurately capture the participants words (Creswell, 2014), each meeting was
audio recorded with the consent of the respondent. Each interview participant had held several
positions in and around CTE including adjunct instructor, academic counselor, director, assistant
dean, and dean. Table 1 depicts each participant’s year of experience working with CTE.
Table 1
Experience of Interview Participants and Average Transformational Leadership Score

Years of
Experience in
Education
Years of Experience
in CTE
Transformational
Leadership Average
Score
Interviewee 1 22 15 3.8
Interviewee 2 15 14 3.65
Interviewee 3 34 12 3.75

In speaking with the three selected interview participants, in-depth information pertaining
to the individual leadership practices and beliefs of CTE administrators at the community college
level was obtained. Interviews also allowed for examples to be shared about how the
participants’ leadership tendencies manifest within their departments, programs, and courses. The
following sections review the qualitative and quantitative data collections and analyses of the
four guiding research questions.
Research Question One
This section explores the analysis of data collection relating to research question 1.
Findings of the survey participants, trends, connection to existing literature, and summary were
discussed in detail. The following findings will present data accumulated pertaining to the
46

research question “What do CTE administrators believe are effective leadership practices to lead
guided pathway planning to completion?”
Findings: Survey Participants
To answer the first research question, the MLQ-5x (Avolio & Bass, 2004) sought to
explore the leadership practices and attributes that CTE administrators felt were effective in the
planning, implementation, and/or improvement of guided pathways. The MLQ-5x was used in
this study as a self-reported survey in which participants answered the questions based on their
own practices. Avolio and Bass’ (2004) Multifactor Leadership Questionnaire was designed to
pose questions in three categories: transformational, transactional, and passive/avoidant
leadership styles. Of the 45 total questions posed, 20 questions were designed to evaluate
attributes of transformational leadership (Avolio & Bass, 2004). The remaining questions and
self-reported scores evaluating passive/avoidant and transactional leadership styles were not used
in this study.
Participant responses to the transformational leader survey questions (Avolio & Bass,
2004) are presented. It is important to note that each predetermined transformational leadership
question is further broken down into subcategories being, Idealized Influence Attributes (IIA) or
“Builds Trust,” Idealized Influence-Behaviors (IIB), or “Acts with Integrity,” Inspirational
Motivation (IM) or “Encourages Others,” Intellectual Stimulation (IS) or “Encourages
Innovative Thinking,” and Individual Consideration (IC) or “Coaches and Develops People”
(Avolio & Bass, 2004). Average transformational leadership scores for each participant were
calculated and are presented.

47

Table 2
Leadership Styles and Behaviors as Indicated by Selected CTE Administrators
Survey
Participant
IIA
Average
Score
IIB
Average
Score
IM
Average
Score
IS
Average
Score
IC
Average
Score
Transformational
Leadership Average
Score
1 3.0 3.0 3.25 3.75 3.75 3.35
2 2.5 2.25 2.75 3.5 3.75 2.95
3 3.25 3.0 3.5 3.5 3.25 3.3
4 2.75 3.0 3.25 3.5 3.75 3.25
5 3.5 2.25 3.0 3.25 3.5 3.1
6 2.75 3.25 3.25 3.5 4.0 3.35
7 3.25 2.5 3.75 3.0 3.0 3.1
8 3.75 3.5 3.25 3.25 2.75 3.3
9 3.0 3.0 3.75 3.0 3.0 3.15
10 3.5 4.0 3.75 3.75 3.75 3.75
11 3.5 3.5 4.0 4.0 4.0 3.8
12 3.0 4.0 3.75 4.0 3.5 3.65
13 3.0 4.0 4.0 3.0 4.0 3.6
14 3.5 2.75 3.5 3.0 3.75 3.3
15 2.25 2.5 3.0 3.25 3.0 2.8
16 3.75 3.25 3.5 3.0 3.0 3.3
17 2.75 3.25 4.0 3.25 3.75 3.4
18 3.0 3.0 3.75 2.5 3.5 3.15
19 3.0 3.75 3.25 3.25 3.0 3.25
20 3.25 3.25 3.75 3.0 3.5 3.35

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Of the questions posed, survey participants averaged the highest number of the self-
reported answer “4 - Frequently, if not always” on the following questions: “I talk
enthusiastically about what needs to be accomplished,” “I consider the moral and ethical
consequences of decisions,” and “I express confidence that goals will be achieved” (Avolio &
Bass, 2004), with a combined point total of 76, 73, and 73, respectively, out of a possible 80
points. Two of the three questions were classified within the Inspirational Motivation (IM)
subcategory, while the third was classified within the Idealized Influence Attributes (IIA)
subcategory of transformational leadership (Avolio & Bass, 2004).
The question “I talk enthusiastically about what needs to be accomplished” (Avolio &
Bass, 2004) directly links with existing literature stating that “transformational leadership
describes leaders who impart their charisma or magnetism to inspire others to reach past their
expectations and/or goals to achieve new heights” (Bolman & Deal, 1991; Burns, 1978;
Northouse, 2018; Spencer, 2002). This question also links with the Bass (1985) and Spencer
(2002) literature outlying transformational leaders as being inspirational, empowering, and
revolutionary to their followers by personifying the ideas or goals for the ideas of interest of the
group. The question “I consider moral and ethical consequences of decisions” (Avolio & Bass,
2004) links with the commonly found themes of personalized influence in which
transformational leaders epitomize and emanate ethical and moral behavior in all practices,
building trust and respect in those around them (Bass, 1985; Bass & Avolio, 1993; Burns, 1978;
Northouse, 2018). The question “I express confidence that goals will be achieved” (Avolio &
Bass, 2004) links with the literature surrounding transformational leaders’ ability to build
connections with their followers and create an environment where those around them work
49

collaboratively towards shared goals (Bass, 1985; Bass & Avolio, 1993; Northouse, 2018;
Spencer, 2002).
Summary
Participants ranked their leadership practices and beliefs based on the questions set forth
by Avolio and Bass’ Multifactor Leadership Questionnaire 5x (2004). Forty-five questions
explored transformational, transactional, and passive/avoidant leadership styles, as well as their
respective subsets. Participants scored themselves on a Likert scale from 0-4, with 0 representing
“Not at all,” 1 representing “Once in a while,” 2 representing “Sometimes,” 3 representing
“Fairly Often,” and 4 representing “Frequently, if not always” (Avolio & Bass, 2004). Survey
responses were evaluated for transformational leadership and its subcategories. Three questions
emerged as the most frequently answered questions with a score of “4 - Frequently, if not
always” (Avolio & Bass, 2004). These three questions and their classification of subcategories of
transformational leadership directly link with prominent traits and practices of transformational
leaders.
These self-reported scores were used to determine which participants were selected for
follow-up interviews. Interviews were structured in a fashion to further investigate effective
leadership practices and beliefs CTE administrators employ in the creation, implementation,
and/or maintenance of guided pathways at the community college level. The forthcoming
sections will discuss the finding of the follow-up interviews in relation to answering the
remaining research questions.
Research Question Two
This section explores the analysis of data collection relating to research question 2.
Findings of the interview participants, trends, connection to existing literature, connection to
50

quantitative survey results, and summary were discussed in detail. The following findings will
present data accumulated pertaining to the research question “What formal and informal learning
processes do CTE administrators engage in to develop and implement guided pathways?”.
Findings: Interview Participants
To answer the second research question, interview participants were asked to speak about
formal and informal learning experiences they have engaged, or continue to engage in, in order
to aid in the development or maintenance of guided pathways for CTE at their institutions.
During the interviews with the selected CTE administrators, they were presented with several
themes surrounding formal and informal learning experiences, including professional
development opportunities, conversations and involvement with industry partners, and serving
on external committees or boards. In addition, CTE administrators spoke to the varying ways
they create learning opportunities for others in order to advance the goals and vision of the
institution. These themes echoed practices and behaviors of transformational leaders previously
discussed in the literature review. Themes that emerged from interviews with research
participants, as well as connections to the conceptual framework of this study are discussed
below.
Formal Learning Experiences
All three CTE administrators spoke to the importance and regularity of attending
professional development opportunities surrounding CTE and its related aspects. A common
theme was attending regular training on CTE specific policies. Participant One spoke to their
formal learning experiences on board policies, local policies, state policies, federal policies,
Perkins guidelines, the tactics and logistics of program implementation and how to do so legally
and effectively. They went on to add that they regularly attend regular training on budgets,
51

training on managing staff, aligning with the collective bargaining agreement of the unions, and
grant writing professional development opportunities. Participant Two spoke further on the
importance of attending grant trainings specifically on requirements of regional connectivity,
stating “a lot of our grants, at least since 2008-2009, have required us to work regionally,
partnering up with schools to start thinking along the lines of serving industry sectors and
connecting the high schools, through us, to the employers.” Not only are regional partnerships
needed to achieve the goals of the institution, they are needed to fulfill grant requirements, which
serve as the main funding source for CTE programs currently in California. Participant Two gave
an example of a regional collaboration that occurred as a result of professional development as
well as meeting the needs of the students, the local economy, and grant requirements. Participant
Two attended industry-specific training and worked closely with the local economic
development corporation to create a five-year strategic plan that required the collaboration and
working relationships between the high school, community college, and surrounding businesses.
We had specific, targetable goals and outcomes. We wanted 70% of our students in a
career pathway at the high school level, and we achieved that. It took three years, and a
lot of meetings and a lot of professional development. So, to be an advocate for that
approach, you need to become an expert in the approach, so doing a lot of professional
development, to at least become competent in speaking about it is important.
The example given by Participant Two parallels practices used in the previously mentioned
Tennessee Boards of Regents case study in which collaboration with community colleges and
high school were increased to extend college-level opportunities to secondary students with the
focus on improving college and career readiness (Jenkins et al., 2018). Such collaborations and
practices can aid in the probability of increased college persistence, career exploration, early
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awareness of the demands of college and career, and academic planning assistance (Jenkins et
al., 2018).
Informal Learning Experiences
Each interview participant spoke to a plethora of learning experiences done outside of
their listed job duties and in an effort to build their individual CTE programs and vision for
guided pathways. Participant One spoke to the idea that “there is a box that lists my job
description. But I’m always doing things outside of that to learn and grow and anticipate what’s
happening” adding that it is critical to think outside of what the CTE administrator job
description lists. Participant Three spoke to their frequent conversations with business and
industry professionals as opportunities to “broaden my lens and stay abreast of what’s happening
in the economy, not just in California.” Participant One also spoke to this type of thinking:
As a CTE administrator, you oversee so many different disciplines simultaneously, that
you have to become a jack of all trades...I do a little bit of training on manufacturing, a
little bit about game development, a little bit about real estate certification. In order for
me to support my programs, I have to understand a little bit about each of those
curriculums, the platforms...you have to learn a little bit about everything.
Participant Two added their routine involvement in, and importance of, industry-specific
trainings and learning opportunities, to which
Participants One and Two also spoke to their regular practices of discussions with
external parties to explore additional learning opportunities and certifications to incorporate into
existing programs. Both CTE administrators mentioned the powerful resources and connections
that exist in vendors who attend large conferences, with Participant One emphasizing “when I go
to a conference, I always carve out time to walk the exhibit hall...that's oftentimes where some of
53

the advances and innovations are. Then I can bring that back to the college.” Examples were
given by both participants of program improvements as a direct result of this practice, such as
sending accounting faculty members to a QuickBooks certification training as a direct result of a
connection made with a vendor at a large conference. Those faculty members were then able to
come back to their accounting classes to teach and certify their students in QuickBooks as well.
Integrating industry-specific certification within a pathway aligns with the existing literature by
Bosworth (2010) stating that certificates boost the likelihood of career success and hold
dependable and significant labor market worth. When reviewing cumulative self-reported scores
from the MLQ-5x (Avolio & Bass, 2004). Participants One and Two scored consistent 4.0s on
both the Inspirational Motivation (IM) or “Encourages Others” and Intellectual Stimulation (IS)
or “Encourages Innovative Thinking” which further supports the innovative thinking of seeking
vendor insight and encouragement of faculty in bringing in additional resources to bolster
student success and achievement.
The most prominent theme that presented itself was the level of participation by CTE
administrators in outside organizations, committees, and boards. All three interviewees spoke to
their participation and leadership within organizations such as ACTE, California Community
College Association for Occupational Education, and California Association for Career and
Technical Education. Participants also work with and serve on Economic and Workforce
Development Boards in their regions to further promote the needs of the local community and
students, stating that their participation also gave them the opportunity to stay informed of
upcoming employment demands and trends that they could bring back to their colleges.
Depending on which industry sectors the administrators oversaw, participants also stated they
were members of industry-specific committees related to their programs, such as the Building
54

Industry Association for construction related pathways, for the same purpose of learning the
needs of the industry, ensuring their programs meet the needs, and stay current on any
anticipated and/or forthcoming changes. The high level of involvement in outside organizations,
associations, and boards closely aligns with existing literature stating that transformational
leaders exemplify the idea of interests for the good of the cause, eclipsing interest of self (Bass,
1985; Spencer, 2002).
Creating Learning Experiences for Others
All interview participants spoke to the practice of bringing information back from their
own formal or informal learning experiences to present to their team members. Participant Two
stated “we’re lucky in CTE in that there is funding available usually through Perkins (grant) for
professional development for faculty and staff” allowing for CTE administrators to hold varying
types of professional developments. Topics discussed in in-house professional developments for
faculty and staff were described to center around both the art and craft of teaching. As
Participant Two noted, faculty are coming from their specific industry and often do not have the
foundational knowledge of how to teach others. Participant One added that interpersonal skills
such, as communication, have been covered in professional development opportunities for
faculty integration within their courses. This directly aligns with the research by Van Noy et al.
(2016) in which they identified that successful CTE courses and pathways had embedded
opportunities for students to develop and sharpen both hard and soft skills throughout their
academic journey. Participant Three added that professional development in CTE can and should
encompass more people than just CTE specific faculty and staff, noting that depending on the
goal and topic of the learning opportunities, deans, vice-presidents, institutional research staff,
stakeholders, and information technology staff are brought into the meetings to keep them
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informed of what CTE is, how it functions, the outlaid goals, and “most importantly, their part
within the plan. We can’t do it alone, and so we consistently convene with them and bring them
into the conversations.”
Additionally, interview Participants Two and Three both spoke about utilizing CTE grant
monies to send both CTE and non-CTE instructors or employees to targeted trainings in order to
expand their understanding of policies, procedures, or applications within CTE. Participant Two
spoke about sending a math teacher to a contextualized math institute conference so they could
then implement concepts within the classroom to make math more relatable for students. The
rationale behind this stemmed from low completion rates in Participant Two’s CTE programs as
a direct result of students not completing or passing required math courses. When questioned by
a supervisor about doing so, Participant Two stated, “well I haven’t seen a CTE degree we offer
that doesn’t require math. So, let’s get our math teachers to understand contextualization, so that
we can improve our completion rates of students.” Participant Two added that success rates in
math increased as a result of contextualization so much so that trends became apparent that
students were completing additional levels of math in the pursuit of advanced degrees than those
they originally intended to complete. Participant Two’s actions, support, and implementation of
integrated supports in math classes exemplifies the tailoring curriculum and instruction to meet
the needs of students in those classes, shown to increase the probability of success and
completion (Bahr, 2008; Dadgar et al., 2014; Weissman et al., 2009).
Summary
When asked to speak about formal and informal learning experiences, responses from
interview participants presented three main themes, those being: professional development
opportunities, conversations and involvement with industry partners, and serving on external
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committees or boards. Participants also provided information on how insight gained from their
personal learning experiences were then brought to their institutions and programs in an effort to
enhance offerings to students, thus promoting student success. Examples given with these topics
mirrored previous literature discussed in Chapter Two surrounding effective practices for
successful CTE course and program design, as well as proven Transformational Leadership
characteristics. Similar concepts, leadership practices, and characteristics were also present in the
answering of research question three, which is addressed in the next section.
Research Question Three
This section explores the analysis of data collection relating to research question 3.
Findings of the interview participants, trends, connection to existing literature, connection to
quantitative survey results, and summary were discussed in detail. The following findings will
present data accumulated pertaining to the research question “What practices do CTE
administrators employ to ensure the success of guided pathways?”
Findings: Interview Participants
Several themes presented themselves when discussing practices used to ensure the
success of guided pathways with the three selected CTE administrator interviewees. Themes that
emerged touched on both the leadership and CTE specific topics previously discussed in the
literature review including connectedness, shared vision, strategic planning, pathway design,
partnerships, and communication. Across all emergent themes, aspects of the conceptual
framework of this study were demonstrated.
Connectedness
Throughout the interviews, all three participants spoke about the importance of being
connected with various stakeholders in various ways. In general, Participant One emphasized
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that being connected allows administrators to be “in a position to anticipate what is coming six-
12 months down the road because you are aware of what’s going on.” All participants spoke
about the importance of being connected to people and organizations outside of their institutions
as a means of maintaining professional relationships and staying abreast of anticipated changes
or upcoming trends.
Additionally, all participants spoke about the importance and need for connectedness on
campus, with both, members of your immediate team and other individuals on campus.
Participant Two spoke about their preference of leading by walking about, engaging in hallway
conversations just as frequently as formal conversations. Participant Three spoke about constant
check-ins along the way being critical to gauging the general climate of the institution or
program.
The ideas expressed surrounding connectedness were also reflected by the participants’
self-reported scores on the MLQ-5x for “Intellectual Stimulation (IS) or ‘Encourages Innovative
Thinking’” and “Idealized Influence Attributes (IIA) or ‘Builds Trust,’” (Avolio & Bass, 2004).
Participants scored a cumulative score of 4.0, 4.0, 3.75, and 3.5, 3.75, 3.5 respectively on the IS
and IIA questions. Further, the theme and statements of connectedness align with the ideas of
Transformational Leadership proposed by Burns (1978), Northouse (2018), and Spencer (2002)
in which transformational leaders engage others in collaborative working relationships to bolster
the integrity and shared goals between stakeholders.
Shared Vision
Across all three interviews, participants spoke about the importance of shared vision.
Participant One stated “establishing common vision is very important. With the employers, with
the students, with the staff, the counselors, with financial aid directors. Everyone.” Participant
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Three stated, “I think that all the people on campus who have some task with the student’s
journey, and that does not just mean the leaders on campus, need to understand what the vision is
in order to buy into it.”
It is relevant to note that each of the participants scored 4.0, 3.75, and 4.0 respectively on
the MLQ -5x questions categorized as “Inspirational Motivation (IM) or Encourages Others”
(Avolio & Bass, 2004). Ideas shared by interview participants, as well as their self-reported
scores, link with emergent themes of Transformational Leadership in that effective leaders build
a set of shared values and commitments by speaking, modeling, and exemplifying those values,
while building capacity in others to do the same (Bolman & Deal, 2017; Northouse, 2018). These
shared ideas further align with the theme of Influential Encouragement in Transformational
Leadership, in which the leader creates, conveys, and personifies high yet obtainable goals
through their daily interactions and practices (Bass, 1985; Bass & Avolio, 1993; Burns, 1978;
Northouse, 2018).
Strategic Planning
The theme of strategic planning presented itself across the three interviews in various
ways. Participant Two stated that a written plan should exist when venturing into any type of
change, adding, “a lot of times ideas are formed and presented but never really expanded beyond
a PowerPoint presentation...they don’t really have the written plan to sustain it.” Similarly,
Participant One stated the need to “draft the plan, work the plan, and don’t give up...you have to
have tenacity and grit, but you also really need the institutional understanding on how to
implement it.” Participant One further spoke about the evaluative questioning that should be used
during the planning of guided pathways asking, “what are the outcomes? Are those outcomes
measurable? How do you sustain it? How do you know you are achieving what you set out to
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do?” Participant Three spoke to the need for clear designations on individual roles and
expectations of the plan, stating, “who is the lead? Who are the partners? How are those projects
going to impact aligned metrics?” Participant Two also spoke to this idea citing the Total Quality
Management approach which distributes equal importance between the philosophical aspect,
strategic goals and plans, and assessment tools in the plan for success (Lau & Anderson, 1998).
The various aspects of strategic planning directly align with the conceptual framework of
this study in that interview participants spoke to the need of gathering and monitoring students’
goals, integrating the career exploration variable along with skill acquisition, and increasing
supports to better assist students on their journey to success (Hirschy et al., 2011). More
generally, all participants spoke to the three concepts of CTE student success being “academic
and social integration, campus support, and career integration” (Hirschy et al., 2011, p. 311), in
which academic and social integration are key components to student success (Bean & Eaton,
2000; Bean & Metzner, 1985; Braxton et al., 2007; Tinto, 1993) and directly related to increased
levels of persistence (Karp et al., 2008). These ideas put forth by interviewees further align with
other commonly found themes in Transformational Leadership, namely personal attention, where
leaders offer personalized guidance and application to enhance learning and growth experiences,
and academic provocation, in which leaders’ model and motivate others to embark on new tasks
and methods of thought to think of alternatives to problem solving and courses of action (Bass,
1985; Bass & Avolio, 1993; Burns, 1978; Northouse, 2018).
Guided Pathway Design
An overall theme of pathway design presented itself as interview participants covered a
vast array of topics all related to the ideas and strategies used in the designing of programs
within guided pathways. Participant One stated,
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Guided Pathways is more about a philosophy of the institution modifying the way it
conducts business across all instructional programs, and student service areas…Guided
Pathways is about the institution being ready for the student and not requiring the student
to be ready for the institution.
Participant One went on to further note that guided pathways requires a change in advising and
communication practices, making the plan and experience for students more holistic. In order to
do so, Participant One informed that, to better understand what students wanted, they conducted
a survey which aimed to gain insight pertaining to the goals and desires of students to ensure that
the planning process incorporated those aspects. Participant Two echoed the need for student
input during programmatic design, adding, “students vote with their enrollment...you can build a
beautiful pathway, but if the students don’t like it, they’re not going to follow it.”
When working on the creation of pathways, Participant One stressed the importance of
each pathway having a job, transfer opportunity, or skill set that can be mastered. Planning
pathways so that students can begin in foundational courses and master foundational skills was
mentioned by Participant Two, who stated, “too often CTE programs are designed with the
capstone courses first, when in reality, you should be doing those as true capstones, toward the
end of the programs.” It was emphasized that students should be able to ease into the pathway,
while still acquiring a broad enough skill and knowledge base for students to be mobile within
the same or similar pathways if they decide their initial chosen career path is not what they
envisioned.
Participant Two spoke to the need for CTE guided pathways to incorporate “on-ramps
and exits” and common foundational courses at the onset of their journey to accommodate for
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changes in academic or occupational goals during the course of study. They offered the
following example for clarity
So, let’s say they (students) start thinking they're going to be an HVAC (Heating,
Ventilation, Air-Conditioning) technician. And they get in it and then they realize they
don't really like working with their hands that much. So now they can opt instead to get
into engineering design or CAD (computer aided design) design or something because
there was a CAD course or there was a prerequisite for the CAD course in their original
pathway, so they're not struggling so much to transition into related career fields.
Flexibility of choice within a pathway was also mentioned by Participants One and Two stating
that students often change their occupational focus after they start in a pathway, especially when
entering directly out of high school. Participant Two gave the example of a health pathway
implemented on their campus:
[Students] toured hospitals and worked pretty closely with the regional medical centers.
And that's important because many students realize after their first visit somewhere that
that is not the job they want. So, I think that's important in getting an understanding of
what it will be like working in that career field. So, you have to connect the pathway to
the ultimate destination.
To ensure that students get an accurate depiction of their chosen career path, all three participants
spoke to the importance of industry partnerships in the design of pathways to provide students
first-hand knowledge and experience of what it means to be within a specified field.
Participants One and Two also spoke about the importance of course sequencing and
forward thinking for the varying schedules students utilize. Noting that students often are not
exclusively CTE students, planning needs to occur for students who only enroll in one to two
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CTE courses per semester alongside other general education classes. Both participants also spoke
to the idea that planning, sequencing, and communication of the academic roadmap needs to be
modified for those students attending part-time, which is the majority of California community
college students. Participant One stated,
I've seen too many times, we create a pathway in academia and then we really step back
and go, ‘Oh, I really didn't realize that this two-year degree is going to take three and a
half years because of the order of prerequisites that we put in here for someone coming in
at basic skills level.’ So, we just need to be really careful about avoiding that, making
sure that the steps are appropriate. And then make sure that you can actually schedule
them so the student can complete a reasonable timeframe.
An example of long-term versus short-term educational offerings was given for the Information
and Communication Technology industry sector, in which Participant Two stated,
What we need to do is teach them to be a programmer for long-term CTE students, not
necessarily teach them to be a specific type of programmer. Specific training, like
Python, should be planned for the short-term programs that students can come back to,
get quick advanced certifications that are immediately applicable to their career field.
Participant Two went further in adding that course sequencing and certification planning needs
to be further disaggregated to account for those students who are just starting into the identified
pathway, and those students who are returning to school looking to advance their skills and/or
certifications for job advancement and promotion.
Throughout the pathway design theme, the three participants discussed topics that aligned
with previously mentioned literature surrounding the four measures of structure proven to be
beneficial and relevant to CTE programs exhibiting historically high and consistent enrollment
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(Van Noy et al., 2016). In particular, aspects were discussed with examples given relating to the
ideas of program alignment, in which programs are matched with academic success and future
employment, and program prescription, in which the outlined course sequence and flexibility of
scheduling is planned and explicitly stated (Deil-Amen & Rosenbaum, 2003; Reason, 2009;
Rosenbaum et al., 2006; Scott-Clayton, 2011; Van Noy et al., 2016). Participants also began to
touch on the importance of communication of the structures and offerings of each pathway to
current and prospective students.
Communication to Students
When communicating what each pathway can offer students, Participant One stressed the
importance of focusing on clear communications surrounding the following three topics: how
previously acquired skills will be assessed, thus identifying knowledge gaps and factoring those
into the student’s academic plan, clear communication to the students of what skills or
competencies will be acquired as a result of completing the program, and what industry
certification or credential the student will leave with after successful completion of the pathway.
Participant Two added that a key component of guided pathways is up-front communication to
students of what their academic “road map” will look like given their academic goal and
enrollment status, whether full or part-time. Adding to this idea, Participant Two stated that
guided pathways are “a guide to what the student can expect for the next two years or so during
the fall semester, during the spring semester, maybe the intercession, so that they can plan
effectively around their educational journey.” Participant Three further discussed the need for
Guided Pathways by saying “we need those programs on the community college campus. It's a
program that identifies your sequence of classes from start to finish. And then it identifies your
wraparound services.” This statement links with previous literature explored by Dadgar et al.
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(2014) surrounding embedded instructional and student support services in order to offer a
program that serves students with the academic content and services they require to be
successful.
Participant Two went on to liken the communication of a guided pathway to students as a
lasagna noodle; long, straight, and easy to follow, in comparison to a plate of spaghetti, which
colleges too often “pile spaghetti on a student’s plate to let them figure it out instead of a really,
clearly identified pathway.” The comparison of lasagna noodle and spaghetti noodles echoes
previously highlighted research which has stated that students entering community college
programs are usually met with confusing course sequences, an abundance of choice, a lack of
clearly depicted pathways, and are left to find their way largely on their own (Jenkins & Cho,
2013; Venezia et al., 2010).
The communication of relevant information to students pertaining to guided pathway
course sequencing, student and faculty expectations, and expected industry certifications all align
with the four measures of proven structures found to be beneficial and relevant to CTE guided
pathways which are, program alignment, program prescription, access to information, and active
advisement and support (Van Noy et al., 2016). Reference can also be made to the MDC case
study in which effective communication was considered to be the most important element in
sustaining effective collaboration towards increased student success (Bailey et al., 2015a;
Rodicio et al., 2014)
Partnerships
Participant Three initiated the idea of industry partners being pivotal in the planning,
creation, and communication of guided pathways, stating that “we have to listen to their voices.
Because it's [curriculum] got to stay relevant to what their needs are. And ultimately, we are
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preparing skilled workers, right?” Participant One echoed this sentiment, pressing further with
the idea that CTE administrators should be on a first name basis with their industry partners
indicating the frequency in which the two parties communicate. Participant Two added to the
idea of industry partnerships being critical to the success of CTE pathways, mentioning that “it’s
not always easy to obtain, but when you can get one that works, it’s extremely effective,” further
adding that the ideal scenario when building guided pathways in collaboration with industry
partners is to incorporate as many industry-related learning opportunities as possible, up to and
including “job shadowing, site visits, work-based learning internships, all those things.”
Participant One elaborated on this idea adding that when speaking with industry partners,
sometimes it is a collaborative conversation between the CTE administrator and industry
professionals to help them arrive at an understanding of what they need and want in future
skilled workers, and aiding them in framing their expectations. Participant Two echoed this idea
in their example of working with industry partners who were looking for skilled workers with a
very specific skill set within the next four to six months. Participant Two facilitated that
conversation by informing the industry partners that planning, building, and piloting such a
program would take two to three years at minimum, changing the focus of the conversation to
“So how can we work together to get [to] where you need? How can we build this program from
a level of foundational to specificity?” indicating the level of knowledge of students completing
the program. This example closely aligns with the Intellectual Stimulation (IS) or “Encourages
Innovative Thinking,” and Individual Consideration (IC) or “Coaches and Develops People”
questions posed on the MLQ-5x survey (Avolio & Bass, 2004), of which Participant Two scored
4.0 and 3.75 respectively.
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A factor unique to CTE courses and programs is the need to host regular advisory
meetings where local business and industry partners meet with faculty members and
administrators to share industry and economic needs, upcoming trends, and give suggestions for
possible changes for curriculum to remain current (Kerka, 2002). Participant Three provided
examples of the types of questions that are effective in capturing the voice of the employer in
CTE courses and programs, such as
What are their specific needs? What skill sets are needed? Which specific skills need to
be mastered before employment so that they can feel comfortable hiring them [students]?
Which skills can be foundational knowing that students will be further trained after
employment? How do you see this program impacting the workforce that comes to your
organization or facility? How does this program advance the mission or vision of your
company? How does this program help you to stay competitive in the global economy?
Participant One echoed the importance of these questions with their emphasis of making sure the
voices of future employers are heard, incorporated into planning, and implemented within the
courses and program design, while understanding what opportunities are available and what jobs
are there within. Ideas and thoughts shared align with literature supporting the positive influence
of business and industry partners provide in shaping the content of CTE classes in relation to the
needs and trends of the career (Van Noy et al., 2016).
Aligning with the partnership theme was the community colleges’ connections with their
local K-12 schools. While this is a major focus of this research study, minimal data was
produced to speak into the connections between the secondary and community college
institutions. Participant Two noted that significant progress has been made in the last few years
with high school articulation starting those conversations. They noted that the connection from
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high school to community college is sometimes difficult as high school remains a largely
exploratory phase of education, as is portions of the community college, “but to expect that
students will follow a full pathway from high school to community college may fall short of
desired metrics” put forth by state or federal recommendations. Participant Three noted that
increased communication has occurred and has been sustaining with their K-12 partners however
Participant Two added that they found it helpful to build a common dialog between the two
institutions, as everyday language sounds very different at the two levels. They added that “what
they [K-12] call a framework, we [community college] call either a syllabus or course outline of
record.” In an effort to make conversations more fluid, Participant Two hired someone to create
a spreadsheet that served as a translation of sorts for all parties to reference when meeting and
planning for any articulations, dual-enrollment, or concurrent-enrollment opportunities between
the community college and K-12 schools.
The theme of fostering and maintaining partnerships reflects on previous literature
surrounding prominent characteristics of a transformational leader and their tendencies to
connect with those around them in building communal collaboration to create an effective
working relationship to attain shared goals (Bass, 1985; Bass & Avolio, 1993; Northouse, 2018;
Spencer, 2002). These practices also align with the program alignment measure of Van Noy et
al.’s (2016) four measures of CTE programmatic success, in that programs are closely linked
with future employment opportunities in their chosen fields and incorporates the voice and
participation of potential employers in the planning, creation, and implementation of
programmatic design and skill acquisition (Cleary & Van Noy, 2014; Rosenbaum et al., 2006).
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Summary
Among the topics discussed when asked about practices used in ensuring the success of
guided pathways in CTE, administrators gave answers and examples with the emergent topics of
connectedness, shared vision, strategic planning, pathway design, partnerships, and
communication. These themes directly correlated with factors named within the MLQ-5x
(Avolio & Bass, 2004) and what the literature had previously identified as relevant to the
conceptual framework and focus of this research study. Several of the mentioned themes and
practices addressing the research question will also be addressed and echoed in research question
four, which addresses measures of effectiveness used by administrators when evaluating their
CTE guided pathways.
Research Question Four
This section explores the analysis of data collection relating to research question 3.
Findings of the interview participants, trends, connection to existing literature, connection to
quantitative survey results, and summary were discussed in detail. The following findings will
present data accumulated pertaining to the research question “How do CTE administrators
measure the effectiveness of their guided pathway programs?”
Findings: Interview Participants
When asking CTE administrators how they measure the effectiveness of their guided
pathways, three main themes emerged when analyzing their responses. Themes that became
explicit, were reliant on both quantitative and qualitative data, and revealed the effectiveness of
the frequent use of reflection and reassessment. These practices align with other themes that
emerged in answering the previous research questions, such as strategic planning, pathway
design, shared vision, connectedness, partnerships, and communication.
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Quantitative Measures of Effectiveness
Each interview participant spoke to the importance of quantitative data as one portion of
the effectiveness of guided pathways. Data points that CTE administrators stated were used in
analysis were the number of students who graduate from pathways or programs, if they are
gaining employment as a result of their education, how much they are earning, if they're earning
a living wage, and if they're retained six months to a year after they graduate. Participant Two
added that another measure of assessment could be the amount of grant funding that institutions
were able to provide to CTE students, as well as revisiting the number of courses that were
revised and the number of programs that were grown or implemented. Speaking to how
quantitative data assessment is conducted, Participant Three added they bring external evaluators
in to do their data mining, stating “I’m subjective, no matter how hard I try to be objective, I’m
subjective. I want to find success in my programs” thus prompting the choice to bring in outside
evaluators to sort through completion data to provide accurate and unbiased reports on program
efficacy. Participant One added as a final thought that, while there are given metrics via grant
reporting requirements on what makes programs effective, they don’t necessarily measure the
effectiveness of CTE programs adding “so you have also think outside of what the institution
scorecard says to know if you're doing a good job as a CTE educator and leader.” The varying
ways in which CTE administrators spoke of evaluating quantitative success speaks to Hirschy et
al.’s (2011) recommendation of examining the multiple goals and outcomes of CTE programs
and student success, which are likely different from traditional core courses and students.
Qualitative Measures of Effectiveness
To frame the themes that spoke to the qualitative measures of effectiveness, Participant
One stated that anything can be measured by three aspects: the product, the process, and the
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people, saying the same is true for CTE guided pathways. Participants One and Two spoke to the
perception of support from students, staff, and faculty as being a measure of success as well as
their perceptions of achievement in meeting their desired goals. Participant One added that, as a
CTE administrator, you will likely have to push students, faculty, and staff to do things they
didn’t really want to do, but is in the best interest of the program and ultimately, the students.
They added that a measure of success is when those students, faculty, or staff can reflect on the
journey and say, “Okay, that was really hard. And I didn't like you for a while, and you pushed
me. But I see the benefit of this new change and the results.”
Participant Two spoke to the importance of business and industry partners returning to the
institution for continued partnerships and employment of students being another factor of
qualitative success, adding that once a relationship was established and program benefits were
seen, a main employer in their region began coming to their institution as their first resource
when needing employees. Other points that can be used, according to Participant One, are if the
industry partners or hiring company compliments the former student on their training or the
institution on their preparation of future employees. Additionally, Participant One stated that
letters written to the institution or the board with statements of support, acknowledgement of
appreciation, and positive experiences within the programs are very effective in evaluating
qualitative success. Aspects discussed in the theme of qualitative measures of effectiveness align
with the concepts of Transformational Leadership, specifically, influential encouragement,
personalized influence; and academic provocation (Bass, 1985; Bass & Avolio, 1993; Burns,
1978; Northouse, 2018).

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Constant Reflection and Reassessment
With regard to the questions posed, having to do with measuring the effectiveness of the
pathways, the theme of constant reflection and reassessment of programs was the most
prominent one. Participant One stated that the ability to respond to the community needs and
have enough programs that are updated and efficiently preparing students, significantly impacts
the effectiveness of any school site. Participant Two spoke to the need to watch enrollment trends
of programs, as more often than not, a program that routinely struggles for enrollment clearly has
a barrier to student success embedded within it that needs to be addressed and corrected. Adding
to this idea was the evaluative practice of examining alternative options in comparison to the
standard way of offering classes in CTE guided pathways. Participant Two stated spoke to
evaluative questioning being essential to identifying barriers and planning for restructuring, such
as
Why are we always scheduling that class at that time? Because that's the only time that
teacher can teach it? Well, let's get another teacher. Let's add another section. Let's build
schedules that are friendly to students so they can complete. Let's remove the obstacles.
Let's look at things a little bit different so that students can finish their goals. And why are
we only training people for the local jobs if we know the local job market can't handle the
number of students coming out of the community college? Just because a specific
industry doesn’t have a strong presence in our region doesn't mean we shouldn't be
preparing students for careers in it. It’s ok for the student to take their training outside of
the local community. We have to be ok with that.
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This participants also mentioned that the previous ideas of the one-size fits all “everybody does
this and then we’ll adjust if needed” only perpetuates gaps instead of aligning courses from the
start with inclusion of all students. This CTE administrator
All interview participants spoke to the need for guided pathways to be flexible to the
evolving needs of students as well as the ever-changing needs of the economy. Participant Two
added that “that’s part of the problem; meeting employer and economic demands that are rarely
ever the same from year to year,” adding,
This year they need people who are doing programming in Python, and they absolutely
need them, asking us ‘Why can't you produce them fast enough for us?’ And literally we'd
start a program, [it] takes us a year to develop, it takes us two years to get the students
through the academic pipe to complete a two-year degree. Three years from now they're
like “why are you bringing me Python people? I don't need those!” And so that is a real
challenge.
Participant One further stated, “I believe passionately that it is healthy for all organizations and
schools to constantly discontinue programs and then add programs in response to the changing
economy’s needs,” adding that another measure of success should be how agile institutions and
programs are to pivoting and adapting. Participant Three added that reflection and reassessment
needs to be a “continuing loop” that is frequently updated as the skills within industry change.
Summary
Quantitative and qualitative data was shown to be commonly used in the evaluation of
effectiveness of CTE Guided Pathways. In response to this research question were echoes of
other themes presented throughout the survey and interview portion of the study, especially
pathway design, shared vision, partnerships, and communication. When asked about measure of
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effectiveness and success, reassessment of programs was the most prominent theme aligning
with previously discussed themes of program prescription and program alignment (Van Noy et
al., 2016).
Discussion and Chapter Summary
In this chapter, findings were presented as they related to the research questions framing
the study. Designed as a mixed-methods approach, collection of data began with a survey to
current CTE administrators in which participants scored themselves on statements aligned with
three leadership styles. Self-reported scores from surveys were calculated and averaged
according to the three styles of leadership. Those with an average score of 3.5 and above for
Transformational Leadership were invited to a follow-up interview in which to further explore
practices, behaviors, and strategies used by those self-identified transformational leaders. Four
CTE administrators were selected for interviews however, only three were able to complete the
interview process. Interview questions revolved around formal and informal learning processes
used by CTE administrators in the planning and implementation of guided pathways, what
measures they employ to ensure the success of guided pathways, and how success in those
pathways are assessed and evaluated.
Data collected for research question one was gathered from the utilization of the MLQ-5x
(Avolio & Bass, 2004). The survey explored transformational, passive/avoidant, and
transactional leadership styles by posing a series of statements to the survey participants.
Findings from this survey showed that the majority of the participating CTE administrators
possessed a tendency towards Transformational Leadership however, aspects of transactional and
passive/avoidant leadership styles were also present in their results. Only four participants
maintained consistent self-reported answers demonstrating Transformational Leadership, with
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little to no inclusion of either transactional or passive/avoidant leadership styles present in their
results. Self-reported scores were triangulated with existing literature and individual responses to
the qualitative interviews for those that were selected for follow-up interviews.
Data collected for research question two revealed three main themes in relation to formal
and informal learning experiences CTE Administrators engage in to develop and implement
guided pathways. The first theme of professional development spoke to the individual CTE
administrator’s commitment to continued learning and commitment to success for their programs
and students. The second theme of conversations and involvement with industry partners spoke
to the regular practice and need for CTE administrators to be connected to local business and
industries in order to remain abreast of current requirements and upcoming trends anticipated in
a specific career field or sector. These conversations allow for CTE administrators to begin
strategic planning to ensure their programs and pathways remain current and relevant to students.
The last theme of participation or service on external committees was a strong theme, further
showing that involvement outside of the CTE administrators’ institution and outside of their job
description offers additional insight and professional connections, providing further opportunities
for programmatic advancement to propel student success.
Data collected for research question three was abundant, with six themes emerging
forcefully, namely: connectedness, shared vision, strategic planning, pathway design,
partnerships, and communication. The theme of connectedness exemplified the importance
placed on maintaining close relations to those around you, whether an internal or external
partner. Topics and examples in this theme also echoed ideas shared in the theme of partnerships,
in which CTE administrators spoke specifically to their collaborations with business and industry
partners, as well as K-12 partners in planning for the success of guided pathways. Shared vision
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was an emphasized theme across all participants as the foundation of the success of any program,
especially guided pathways. Strategic planning and pathway design themes discussed the
importance of structuring classes in a fashion that accommodates all students and accounts for
the varieties of students who enroll in CTE classes as well as the variations in enrollment
schedules they choose. Finally, the communication theme explored ways and strategies CTE
administrators use to communicate the guided pathway structure and supports to students at the
forefront of their academic journey.
Data collected for research question four revealed CTE administrators use both
quantitative and qualitative data when measuring the success and effectiveness of their guided
pathways. Quantitative data such as compilation rates, employment rates, retention in the career,
earnings, and promotion were shown to be data points that could give CTE administrators an
accurate depiction of the success of their pathways. While quantitative data was important in the
analysis, CTE administrators responded more in favor of qualitative data as a measure of
success. Data and measures of effectiveness such as perceptions of success and support,
employers’ compliments on student preparedness, and their return to the program for additional
employees all factored into the qualitative analysis of programs. Constant reflection and
reassessment proved to be the most prevalent theme, with CTE administrators all speaking to and
emphasizing the necessity of pathways to be flexible in meeting the needs of the economy and
students, also noting the importance of the agility and responsiveness in doing so.
In the final portion of this study, Chapter Five summarizes the research as well as practice
and policy implementations related to the focus of the study. Limitations of the research are
reviewed, and recommendations for further study are discussed. Suggested recommendations are
applicable for both current and aspiring CTE leaders.
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Chapter Five: Summary, Conclusion, and Implications
In this chapter, a summary of the purpose of the study, research questions, design
overview, and findings will be discussed. The conclusion of this chapter will review implications
for effective CTE leadership practices, limitations of the study, and recommendations for future
research related to this topic.
Statement of the Problem
There is a critical need for skilled workers in the United States, specifically in careers that
require “middle skills” (U.S. Department of Education, 2019). To meet these needs, CTE can be
a critical component due to its wide variety of short-term programs that offer certifications into
high-wage, high-demand occupations (Cleary & Van Noy, 2014; Hirschy et al., 2011;
Rosenbaum et al., 2006). Although ample research exists on the topic of guided pathways,
student success, and retention, there is a dearth of research surrounding effective leadership
practices employed to plan and implement guided pathways in CTE. This is an important area of
research to explore as understanding the processes utilized by transformational CTE leaders can
assist current and future administrators in creating Guided Pathways for Career Technical
Education at their institutions to further promote student success, completion, and work towards
meeting the demands of the economic workforce.
Purpose of the Study
The purpose of this study was to identify key leadership skills and practices used in the
creation and maintenance of successful CTE Guided Pathways at the community college level.
Despite the array of research surrounding Transformational Leadership (Bass, 1985; Bolman &
Deal, 1991; Burns, 1978; Northouse, 2018; Spencer, 2002) and Guided Pathways (Bailey et al.,
2015a; Bailey et al., 2015b; Foundation for California Community Colleges, 2020; Lahr, & Fink,
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2017; Mangan, 2017; Roach et al., 2018), there is little to no research combining the two entities
and further, no existing studies at the time of this research that examine the combined effects
these factors have on CTE guided pathways at the community college level. Accordingly,
exploration of leadership styles and characteristics of effective leaders in CTE guided pathway
programs was sought, with the intent to evaluate the effective leadership practices and
characteristics of community college administrators who have, or are in the process of,
implementing guided pathways for CTE. Hirschy et al.’s conceptual model for student success in
community college occupational programs (2011) combined with Transformational Leadership
Theory (Northouse, 2018) served as the conceptual framework, allowing for the examination of
leadership qualities, formal and informal learning experiences, and program assessment practices
of CTE administrators throughout the various stages of guided pathway implementation. This
information is important to understand as sorting our knowledge of leadership is one way for
leaders to be more deliberate and methodical in their practices and behaviors towards improving
student achievement (Hitt & Tucker, 2016).
Research Questions
The following questions guided this study:
1. What do CTE administrators believe are effective leadership practices to lead guided
pathway planning to completion?
2. What formal and informal learning processes do CTE administrators engage in to develop
and implement guided pathways?
3. What practices do CTE administrators employ to ensure the success of guided pathways?
4. How do CTE administrators measure the effectiveness of their guided pathway
programs?
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Design Overview
An explanatory sequential mixed-methods design (Creswell, 2018) was used to complete
this study, and encompassed two-phases: an initial quantitative data collection and analysis phase
followed by a qualitative data collection and analysis. The qualitative portion was used to expand
upon data collected in the quantitative portion, as this study aimed to identify traits and ideals of
its participants (Creswell, 2018). Additionally, a mixed-methods approach to examining the
research topic and questions allowed for increased reliability and validity of the data, findings,
and recommendations through different approaches to inquiry and data comparison as a result of
the two research methods (Bamberger, 2012). The use of multiple assessments created rich and
informative data, thus providing a deeper understanding of the research study and produced
comprehensive findings and recommendations for future research (Bamberger, 2012)
The Multifactor Leadership Questionnaire (Form 5x; Avolio & Bass, 2004) was used for
the quantitative data portion of this study as it aligned well with research question one in seeking
to identify dominant leadership traits and styles. This particular version of the MLQ is routinely
used to assess the following leadership characteristics: transformational, transactional, and
passive/avoidant (Muenjohn & Armstrong, 2008), which served as an ideal quantitative
assessment tool for the purpose of this study. Data yielded from the quantitative survey were
used to identify styles of leadership and cumulative transformational leadership scores to guide
the research and researcher in planning and preparation for the qualitative portion of study
(Creswell, 2018).
Participants with a cumulative transformational leadership score of 3.5 or higher were
selected for qualitative interviews, which sought additional information and examples of what
beliefs and ideals exist in the research participants within the confines of the study (Creswell,
79

2018; Merriam & Tisdell, 2016). Semi-structured interviews were conducted, using a protocol as
an initial guide yet allowing the flexibility to cater interview questions or ask additional probing
questions to participants based on information being shared (Merriam & Tisdell, 2016). The
interview protocol was designed to evoke information and examples of how leadership traits and
characteristic identified by CTE administrators in the MLQ-5x (Avolio & Bass, 2004) were
utilized in the programmatic planning and guided pathway implementation process, further
aiding comprehension on the research topic (Merriam & Tisdell, 2016).
Triangulation was used to validate data points, as triangulation improves validation by
cross referencing multiple sets of data to authenticate findings (Creswell, 2018). Data from both
the quantitative and qualitative phases of the study were analyzed and coded concurrently to link
data from both assessments in an effort to answer the research questions of this study.
Additionally, the conceptual framework (Hirschy et al., 2011; Northouse, 2018) guided data
analysis and added an additional layer of triangulation. Concurrent analysis and triangulation
aligns with the assertion that no problem or inquiry can be solved with only one set of data and
be considered reliable (Patton, 2014).
Summary of Findings
The quantitative portion of this study was assessed through the use of Avolio and Bass’
(2004) Multifactor Leadership Questionnaire (MLQ-5x), in which participants scored themselves
according to their connection to predetermined statements of leadership practices, principles, and
beliefs. Findings from the MLQ-5x (Avolio & Bass, 2004) revealed that, among the 20
participants, three questions ranked highest for self-reported scores of “4 - Frequently, if not
always,” being “I talk enthusiastically about what needs to be accomplished,” “I consider the
moral and ethical consequences of decisions,” and “I express confidence that goals will be
80

achieved” (Avolio & Bass, 2004). All three of these leadership statements are classified as
Transformational Leadership statements, and directly align with existing research surrounding
this style of leadership, namely the Inspirational Motivation (IM) and Idealized Influence
Attributes (IIA) subcategories (Avolio & Bass, 2004).
The qualitative portion of this study aimed for deeper understanding and examples of
how CTE administrators embodied and emulated Transformational Leadership during the
planning and implementation of guided pathways at their institutions. Several critical findings
emerged from this research. When examining formal and informal learning processes, CTE
administrators were found to regularly attend professional development opportunities on a wide
array of CTE related topics, engage in frequent conversations and collaborations with industry
partners, as well as serve or participate on external committees or boards. Within each theme,
CTE administrators were found to place importance on these learning opportunities as methods
to propel their CTE programs and institutional goals or mission more so than for their own
professional or personal growth. Findings on this topic directly align with the Transformational
Leadership qualities of Inspirational Motivation (IM) or “Encourages Others” and Intellectual
Stimulation (IS) or “Encourages Innovative Thinking” (Avolio & Bass, 2004), of which two of
the three interview participants accrued a cumulative score of 4.0 on each respective subcategory
during the quantitative research portion of the study. Findings also correlate with existing
research that transformational leaders employ practices for the good of the whole,
overshadowing personal interests (Bass, 1985; Spencer, 2002,) as well as their constant practice
of seeking varied resources to tailor services and supports for students to meet their individual
needs (Bahr, 2008; Dadgar et al., 2014; Weissman et al., 2009).
81

The next section of qualitative research aimed to examine how CTE administrators
ensure the success of their guided pathways, with themes of connectedness, shared vision,
strategic planning, pathway design, partnerships, and communication being the most prominent.
Through these emergent themes were echoes of existing literature on both transformational
leadership and effective practices towards successful guided pathway design and
implementation, namely the engagement of others to foster collaborative working relationships
in order to create or enhance integrity and shared goals (Bolman & Deal, 2017; Burns, 1978;
Northouse, 2018; Spencer, 2002), the focus on academic and social success through improved
campus supports and career integrations in the classroom (Hirschy et al., 2011), and the strategic
programmatic planning of pathways to bring awareness to course sequencing and flexibility of
scheduling (Deil-Amen & Rosenbaum, 2003; Reason, 2009; Rosenbaum et al., 2006; Scott-
Clayton, 2011; Van Noy et al., 2016). A common thread among all the emergent themes in this
research study, was the foundational importance of partnerships, whether internal or external,
which directly aligns with the transformational leadership trait of building communal
collaboration (Bass, 1985; Bass & Avolio, 1993; Northouse, 2018; Spencer, 2002) and further
exemplified the four measures of CTE programmatic success (Cleary & Van Noy, 2014;
Rosenbaum et al., 2006).
The final portion of the qualitative research aimed to explore how CTE administrators
measure the effectiveness of their guided pathway programs, and the findings demonstrate that
administrators use both quantitative and qualitative data as measures of effectiveness, such as
completion numbers, how many students earn certificates, how students feel about their
educational experience, and how students and staff feel connected to the institution. The use of
constant reflective and reassessment evaluations was also revealed as a critical method used to
82

measure the effectiveness, specifically when re-evaluating and assessing programs. Findings in
this portion of the study are reflective of effective practices for successful CTE programs,
namely program prescription and program alignment (Van Noy et al., 2016) as well as using
multiple data points when assessing CTE programs and successes achieved by students within
those programs (Hirschy et al., 2011). Measures of effectiveness discussed further align with
aspects of transformational leadership, pointedly academic provocation, influential
encouragement, and personalized influence (Bass, 1985; Bass & Avolio, 1993; Burns, 1978;
Northouse, 2018).
Implications for Effective Leadership Practices
Implications of this study are closely aligned with effective leadership practices,
behaviors, and the acquisition of leadership skills. With minimal research on this topic, the
objective of this study was to explore what leadership practices prove most beneficial for CTE
administrators who oversee guided pathways at the community college level. Implications
discussed below may be generalizable to other subjects of study or types of programs. Such
determination is at the discretion of the reader.
Transformative CTE leaders regularly engage in practices and behaviors that promote and
sustain shared vision, strategic planning, course and pathway design, regular communication,
review of program efficacy through multiple data points, constant reflective and reassessment
practices, as well as opportunities for professional and personal development or growth. While
these themes were clearly identified as important factors for CTE administrators to employ, two
other themes presented during the course of research were deemed to be critical factors, not
previously mentioned in existing research, that play a sizable role in the success of CTE guided
83

pathways. Those two themes are connectedness and partnerships. While the two themes run a
close parallel, they are different in their applications within CTE.
Connectedness in this respect refers to the professional connections to others as a means
of staying abreast with pertinent information and expectations forthcoming. Internal connections,
those within the institution, are important in order to build community and collaboration, a
notable characteristic of a transformational leader (Bass, 1985; Bass & Avolio, 1993; Northouse,
2018; Spencer, 2002). Administrators of CTE programs can also benefit from external
connections, such as professional membership organizations as well as formal and informal
conversations with individuals outside of their institutions, as additional sources of information
and direction which can be used in informed decision making and planning for any anticipated
future happenings. Connectedness and staying current on industry information is critical for CTE
administrators to adopt as a normal practice, as CTE classes and programs need to adapt and
remain flexible to the ever-changing economic and workforce needs, that students are preparing
to enter. This is a unique factor to CTE leadership when compared to traditional core courses or
programs, such as English, math, and science, where the course structure and program
sequencing remain largely unchanged from year to year.
Partnerships were also emphasized as being a critically important leadership aspect to
steer the success of guided pathways. Although similar to connectedness, partnerships refer to
the personal connection of the leader to those around them. When working with staff or faculty
members, partnerships help propel the institutional or departmental mission through the
foundation of mutual respect and trust. Internal partnerships are centered around shared goals
and vision, which is further established, modeled, and personified by the leader at the helm
(Bolman & Deal, 2017; Northouse, 2018). Internal partnerships can also involve working with
84

other departments to contextualize a subject proven to be historically challenging to students,
working with the institution at large to restructure course offerings, differentiating the scheduling
of courses to better accommodate students, and integration of support services into CTE courses
and programs.
External partnerships refer to working with business and industry partners. This
collaboration is used to develop curriculum, provide work-based learning opportunities to
students, creation of internships or externships, institutional or programmatic support, and
employment opportunities after completion of the pathway. External partnerships are imperative
to build and sustain for CTE programmatic success, as the purpose is to prepare students for
employment into their chosen field upon completion. External partners inform of the needs,
desires, and expectations of new hires, as well as other relevant information that can further
enhance the preparedness of students and totality of the CTE program as well. This is yet another
factor that is unique to CTE programs and leadership roles, as other traditional programs do not
require the close working relationships with business or industry.
Limitations
The one main limitation of this study is that the possibility exists that this research may
not generalize to degree-based or traditional pathways, as the majority of practices and planning
measures mentioned by participants spoke to the connection and involvement of business and
industry in pathway design and curriculum development. Courses and programs on CTE are
dissimilar to traditional courses as they not only focus on industry-specific content delivery and
mastery, but include skill acquisition, hands-on work-based learning, and connections to business
and industry partners (ACTE, 2007). While some findings may be applicable to the planning of
85

any guided pathway, it is in the best interest of the reader to decipher which findings best fit their
programs and institutional goals.
Recommendations for Future Research
Many possibilities exist for future studies on CTE leadership as research is sorely lacking
in this area, especially at the community college level. While this study aimed to examine
effective leadership in building guided pathways from high school to community college, two
areas of intended research produced minimal data which can be expanded on in future studies.
Each of these recommendations would be of immediate benefit to this field of study, and most
importantly, to its students.
Future research should explore other community college staff members whose work more
closely aligns with outreach to K-12 schools in order to gain insight into practices and policies
used when working to build partnerships and increase community college enrollment in CTE
pathways. Other members of the guided pathway staff are likely to be able to speak to this
subject in more depth, with current methods, strategies, and examples of successes and failures
in navigating those partnerships. This information will work to fill the void of research speaking
to successful measures to emulate when working to establish or grow college and K-12
collaborations in successfully transitioning secondary students to a post-secondary setting.
Second, additional research should be conducted devoted solely to the embedded
supports integrated into CTE guided pathways, as CTE students tend to vary significantly from
traditional students. Student support is a key component to successful guided pathways, yet
relevant findings related to that issue were minimal in this study. Future research may explore
additional community college staff members, who work directly with student supports and
integration into programs as a more appropriate population from which to extract information.
86

Strategies on how student supports were identified, created, and integrated into CTE guided
pathways would be a useful compliment to this study and others which discuss programmatic
design in detail.
Conclusion
This research study aimed to explore effective leadership practices for building CTE
guided pathways from high school to community college. Quantitative and qualitative
information was sought from CTE administrators overseeing those pathways in order to identify
trends in practices and behaviors used. The findings showed that transformative leaders guided
their institutions to their desired outcomes by modeling the range of behaviors and practices they
wanted others to adopt. Connections and partnerships were shown to be of utmost importance
when working toward such a large and organization-wide goal of guided pathway design or
restructuring. It is with great hope that the data from this study will assist current and future
leaders in CTE, while exposing additional research opportunities surrounding this topic as CE,
despite all of its advantages, if often overlooked and under-utilized by students and staff alike,
and does not get the recognition it deserves.

87

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Appendix A: Multifactor Leadership Questionnaire, Form 5x

101

102

Appendix B: Interview Protocol
Researcher: Elizabeth McGraw
Interviewee:
School:
Date:
Meeting Start Time: Meeting End Time:

I. Introduction:
Thank you for agreeing to speak with me today and for your participation in my study. I greatly
appreciate you taking time out of your day to answer some of my questions. The interview will
likely take between 45 minutes to an hour.

You have been selected for this study as you are considered a valuable resource as it pertains to
the planning, creation, and implementation of guided pathways for Career Technical Education
(CTE) programs at the community college level. You have been identified for your effective
leadership strategies, commitment to student success, and creation of positive learning
environments.

This study seeks to identify key leadership skills and practices used in the creation and
maintenance of successful guided pathways for Career Technical Education students at the
community college level. This interview will help me in exploring and identifying such skills,
practices, and techniques.

This study is not meant to evaluate your practices or techniques; this study aims to learn about
your practice and techniques as well as your style of leadership used during your efforts. I am
mainly interested in your experiences; your successes, your failures, and your strategies for
implementation. These questions and your answers are important to explore as they can provide
103

insight to future professionals seeking to do the same with their programs in order to improve
student persistence and completion rates, and ultimately promote student success. Information
gathered from this interview will be used in alignment with existing research to develop focused
strategies and supports that can be used in future CTE guided pathway creation or improvement
efforts.

Confidentiality Disclosure/Permission to Record

Before we begin, I’d like to discuss important confidentiality information that will be practiced
during this interview process.
In order to accurately capture your words, and to aid my note taking, I would like to audio record
this interview. Only researchers on this project have access to these recordings. Once the audio
recording has been transcribed, the recording will be destroyed. Is this agreeable to you?

Release Form

Lastly, in order to move forward with our interview, a release form and human subject
requirement form is needed in order for me to use your contributions for my study. In these
forms you will see it states that your participation is voluntary, you can stop at any time should
you feel uncomfortable, that we do not intend to cause any harm, and that all information
collected will be confidential. If this is agreeable to you, please sign the required forms.

Transition to Interview

Thank you for agreeing to participate. Your insight and contributions are very much appreciated
and will be vital in this study. As we move forward, if time is running low, I may interrupt you in
order to proceed with the remaining interview questions. I apologize in advance if this occurs.

II. Research Questions: The questions we will be discussing are based upon four main research
questions:
104

1. What do administrators believe are effective leadership practices to lead guided pathway
planning to completion?
2. What formal and informal learning processes do administrators engage in to develop
and implement guided pathways?
3. What practices do administrators employ to ensure the success of guided pathways?
4. How do administrators measure the effectiveness of their guided pathway programs?

------Transition: I’d like to start by asking you some background questions.-----

III. Introductory Questions
Purpose: Rapport building, decrease any tensions, general employment/involvement
information
1. Please share a brief review of your background in education.
2. Why did you become interested in career technical education?
3. How long have you worked in this field?
4. Why did you choose to become an administrator in the CTE field?
5. Any other background information you would like to share before progressing with the
interview?

----- Transition: This next set of questions will ask you about leadership traits you believe to be
essential to successfully plan and implement guided pathways in CTE -----

IV . Interview Questions are Directly Tied to RQ1 and RQ3:
1. What do you believe an ideal CTE guided pathway program would look like?
2. What are challenges you face unique to CTE at the community college level?
1. Probe: Please provide an example
2. Probe: How do you meet those challenges?
3. Are there some strategies you find ineffective for CTE programs at this level?
4. Were there practices or techniques you tried that later proved ineffective?
1. Probe: What was the outcome?
105

5. What are the leadership strategies you have found to be most are effective in planning for
and implementing guided pathways in CTE?
1. Probe: Please provide an example.
6. What are some practices or strategies you use to ensure the success of your guided
pathway programs?
7. As a leader in CTE, what have you learned in leading your institution through this
process?
8. How do you know you are personally being an effective leader?

----- Transition: The next set of questions will seek to discover practices and strategies used to
drive success and measure effectiveness at your institution -----
V. Interview Questions are Directly Tied to RQ2 and RQ4:
1. What does professional development look like in your department?
1. Probe: Who participates?
2. Probe: Is participation mandatory or voluntary?
2. What professional development opportunities have you personally participated in order to
assist in the guided pathway implementation?
3. What were other informal learning opportunities you engaged in to better prepare for or
improve the implementation process?
4. How do you measure the effectiveness of your programs?
5. What are obstacles to efficacy in CTE guided pathway programs, including yours?
1. Probe: How do you overcome those obstacles?
VI. Closing Question
Is there anything additional you would like to add that I did not cover in my questions?
After answering the above questions, would you prefer that a pseudonym be used for you or your
institution in an effort to provide further anonymity?

106

VII. Closing:
That concludes our interview. I want to thank you again for taking the time to speak with me
today. I appreciate your willingness to share your thoughts openly and honestly. I do want to
reiterate that everything said today will remain confidential. When reviewing my notes and
interview transcriptions, if there is a point of clarification or a follow-up question that would
further support my study, would you be open to me contacting you afterward? If yes, what is
your preferred method of contact?
Thank you again for your participation. Your contributions will be of great value to my study.

Abstract (if available)

Abstract The purpose of this study is to explore key leadership skills and practices utilized in the creation, implementation, and maintenance of successful guided pathways for career technical education (CTE) at the community college level. Four research questions guided this study: (1) What do CTE administrators believe are effective leadership practices to lead guided pathway planning to completion? (2) What formal and informal learning processes do CTE administrators engage in to develop and implement guided pathways? (3) What practices do CTE administrators employ to ensure the success of guided pathways? and (4) How do CTE administrators measure the effectiveness of their guided pathway programs? An explanatory sequential mixed-methods research design guided this study, which included a quantitative survey of CTE administrators’ beliefs and practices surrounding effective leadership utilizing the MLQ-5x assessment tool. Survey participants’ responses were then reviewed to identify participants whose responses were most closely aligned with transformational leadership characteristics and behaviors, from this group follow-up qualitative interviews were conducted to further explore practices and beliefs. The study found that CTE administrators with the most closely aligned characteristics of transformational leadership all shared commonly practiced themes such as connectedness, partnerships, promotion and sustenance of shared vision, regular communication, course and pathway design, strategic planning, review of program efficacy through multiple data points, and constant reflective and reassessment practices. Findings of this study have implications for effective leadership practices and behaviors, as well as the acquisition of leadership skills related to the needs and expectations of CTE.

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Asset Metadata

Creator McGraw, Elizabeth (author)

Core Title The role of leadership in creating guided pathways for career technical education

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/04/2021

Defense Date 01/13/2021

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag achievement,business partnerships,career preparation,career technical education,college preparation, industry certifications, industry certificates,community college,completion,CTE,economic impact,guided pathways,industry partnerships,K-12,leadership,OAI-PMH Harvest,occupational education,pathways,preparation,preparedness,retention,student achievement,student completion,student preparedness,student retention,student success,Success,Vocational Education

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Cash, David (committee chair), Castruita, Rudy (committee member), Roach, John (committee member)

Creator Email elizabethmcgraw@me.com,emcgraw@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-420110

Unique identifier UC11667590

Identifier etd-McGrawEliz-9261.pdf (filename),usctheses-c89-420110 (legacy record id)

Legacy Identifier etd-McGrawEliz-9261.pdf

Dmrecord 420110

Document Type Dissertation

Rights McGraw, Elizabeth

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA