As emerging adults transition into the Fourth Industrial Revolution (4IR) workforce, it is essential to understand the factors that predict successful occupational identity achievement, as automation will impact human occupational identity crises. This descriptive cross-sectional study employed a correlational design to determine the degree to which ideational behavior predicts occupational identity achievement prior to entry into the 4IR workforce. Using a sample of 166 emerging adult college students from a Mid-Atlantic, diverse, four-year university, data were collected using Runco's Ideational Behavior Scale (RIBS) and Melgosa's Occupational Identity Achievement subscale (OIA). Results showed that ideational behavior significantly predicted occupational identity achievement ( p = .016). Emerging adults' degree of ideational behavior explained 3.5% of the variance in occupational identity achievement ( R 2 = .035), with higher levels of ideational behavior associated with higher levels of occupational identity achievement. The overall multiple regression model, which included demographic covariates, was not statistically significant ( p = .246), whereas total ideational behavior scores remained statistically significant ( p = .015). These findings suggest that ideational behavior is a statistically significant predictor of emerging adults' occupational identity achievement preceding entry into the 4IR workforce.
As numerous scientific studies have shown, soft skills appear to be essential for finding a job and staying employed in the long term. In particular, motivation is a criterion frequently cited by employers when recruiting for the right employee. But how do they identify, define, and select a "motivated" candidate? Do social differences exist in how they perceive what a "motivated" employee is or should be? This research study was based on the analysis of 38 interviews with employers and 2,360 hypothetical scenarios assessed by 300 employers who evaluated the motivation levels of newly hired young employees during the hiring process. Based on qualitative data, a typology of the different understandings of motivation according to employers was developed, distinguishing between "affective," "moral," and "calculated" motivation. Analysis of the quantitative data showed that gender stereotypes, the employer's age, and the profession influenced the employers' judgments when identifying the type of motivation.
Despite the growing integration of career and technical education (CTE) with core academic learning and standards, little is known about CTE teachers' perceptions of quality teaching elements. This study examined how CTE teachers perceive the importance of quality teaching indicators as they relate to what CTE teachers should know and be able to do, and whether their perceptions vary by years of experience, discipline of instruction, level of education, and licensure type. Participants were 200 CTE teachers from one state. We used the Framework for Teaching's quality indicators to survey participants, which included items in Planning and Preparation , Classroom Environment , Instruction , and Professional Responsibilities (Danielson, 2014). Findings suggest that CTE teachers perceived all elements as important, implying a degree of continuity between their perception of effective practice and generally held assumptions about effective teaching. However, the participants rated elements in Professional Responsibilities as less important than elements in other domains. There were also significant differences among early-career teachers, more experienced teachers, and those who held a vocational-technical teaching license relative to teachers licensed in other areas. Practice and research implications for the preparation and development of CTE teachers are discussed.
This study examines how teacher and school characteristics influence the risk of leaving the initial school of employment among beginning secondary Career and Technical Education (CTE) teachers in Pennsylvania. Using administrative data on 2,595 beginning secondary CTE teachers, we employed survival analysis to identify factors associated with teacher turnover from their schools of origin in Pennsylvania. Black teachers, those with lower educational attainment, and part-time teachers were associated with a higher risk of leaving their schools compared to their counterparts. Teachers employed in Career and Technical Centers (CTCs) were at higher risk of turnover than those in comprehensive high schools. Teachers specializing in STEM/technical fields exhibit higher turnover risk than those in business or service disciplines, although this effect was not significant once school characteristics were controlled for. Our findings highlight the importance of targeted retention interventions and schoollevel supports to enhance workforce stability among beginning CTE teachers. This study offers valuable insights for school leaders, policymakers, departments of education, and other stakeholders interested in the factors that influence CTE teacher departures.
