Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Brandi Hinnant-Crawford
Committee Member
Noelle Paufler
Committee Member
Phillip Grant Jr.
Committee Member
Amanda Rumsey
Abstract
ABSTRACT
This Improvement Science research study examined the implementation of a Work-Based Learning (WBL) Career Mentoring Program designed to improve career readiness and career decision self-efficacy among high school seniors in a rural South Carolina school. Rural students often face barriers such as limited exposure to career pathways and fewer employment and training opportunities (Klar & Huggins, 2020). These challenges can negatively impact students’ career decision self-efficacy and preparation for post-secondary life.
Guided by Bandura’s Self-Efficacy Theory, this intervention used the Plan-Do-Study-Act (PDSA) model to design and assess a program that included individual, small group, and whole group mentoring and career-related activities. These activities included career preparation and planning tasks, opportunities to connect with business and industry representatives, business and industry tours, career expos, and job and hiring fairs. Quantitative data were collected and analyzed to measure if and to what extent program participation influenced students’ career decision self-efficacy. Career Decision Self-Efficacy was assessed using pre- and post-intervention administrations of the Career Decision Self-Efficacy Scale–Short Form (CDSES-SF) (Betz et al., 1996). Other data related to student ratings of program quality and career preparation helpfulness provided additional metrics for analysis.
While results from the CDSES-SF did not show a statistically significant increase in students’ career decision self-efficacy, the program contributed to a measurable improvement in the school’s career readiness report card score, due to an increased number of students receiving a state career-ready designation for successfully completing the WBL career program. In addition, student process measure ratings indicated high satisfaction with the program overall, indicating that the activities and experiences contributed to their career preparation and awareness. These findings suggest that while short-term changes in self-efficacy may be limited, structured WBL programs can positively influence school-wide career readiness outcomes and are well-received by students in rural settings. Finally, program mentor and leadership outcome evaluation contributed to important revisions that can be implemented in future program iterations, a hallmark of the Improvement Science methodology.
Recommended Citation
Bearden, Celeste D., "Improving Rural Students’ Career Readiness Through Implementation of a Work-Based Learning Career Mentoring Program" (2025). All Dissertations. 4068.
https://open.clemson.edu/all_dissertations/4068