Date of Award


Degree Name

Doctor of Philosophy


Educational Leadership, Research and Technology

First Advisor

Dr. Louann Bierlein Palmer

Second Advisor

Dr. Richard Zinser

Third Advisor

Dr. Katherine Manley


Quality initiatives in education, career & technical, baldrige & education CTE, secondary education quality, quality perceptions in education


This study examined Career and Technical Education (CTE) Centers in the State of Michigan and their potential alignment with the Malcolm Baldrige Quality Award in Education. CTE center leaders and their faculty were asked to provide their perceptions of how well their organizations meet Baldrige quality elements, using a version of the Baldrige Assessment Tool. The study further queried CTE center leaders and their faculty with regard to quality awards received and their desire to pursue an external quality award. Differences between CTE leaders and faculty responses were explored.

This study was quantitative in design using survey research to gather perceptions of CTE center leaders and their faculty. The data collection tool utilized a six-point Likert scale moving from strong disagreement to strong agreement. An open-ended question was provided for further quality suggestion. The influence of demographics on responses was also investigated. Quantitative statistics, including frequency, descriptive, ANOVA, and regression were employed.

CTE center leaders and faculty from the 55 CTE centers in the State of Michigan were invited to participate in an online survey, and 386 (28.5%) responded; nearly three-fourths were faculty members.

Frequency and descriptive statistics revealed the perception by CTE center leaders and faculty that their organizations were strong enough to win an external quality award. Of the 40 Baldrige items found on the assessment tool, only four items had less than 50% of participants who did not indicate moderate and/or strong agreement with each of the items. Items ranked from a 5.71 to 4.04 mean. Statistically significant differences between leaders and faculty were identified in four categories (Leadership, Strategic Planning, Workforce Focus, & Results), whereby the total responses of leaders were significantly more positive than those of faculty. Various demographic variables were found to be predictors of perceptions (e.g., when the total number of administrators, faculty, staff, and students were held constant, the responses from the centers in the northern part of the state were significantly more negative than for those of centers in the southeastern part of the state).

Recommendations for CTE leaders regarding quality issues are offered.

Access Setting

Dissertation-Open Access