This phenomenological study was conducted to understand high school teachers' use of transition clubs to support student self-determination goals and student participation in community activities. A Qualtrics survey was administered to 51 clubs, with responses from 13 teachers. Survey results indicated club directors were most proud of the career exploration focus and club activities, which gave the students in the clubs new experiences and helped lead the students to positive outcomes. Five teachers agreed to meet for Zoom interviews about their experiences leading their College and Career Transition (CCT) Club. Responses were transcribed and analyzed using Colaizzi's (1978) method of analysis for phenomenological studies. Ten sub-themes were identified: Refining goals, career exploration, exposing new ideas, CCT club activities, Teachers' personal experiences, club teacher networking, COVID problems, transition services, student outcomes, and family involvement. Recommendations for policy makers, educators, and students and their families are included.
Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
School of Teacher Education
Education; Exceptional Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Sasse, Phillip, "High School Transition Clubs: Teacher Experiences Leading Clubs" (2023). Electronic Theses and Dissertations, 2020-. 1764.