The purpose of this quantitative research was to explore how secondary career and technical education (CTE) teachers' retention is affected by self-efficacy as it relates to the type of licensure they possess: traditional Professional Education License (PEL) or industry experience Educator License with Stipulations (ELS-CTE). In order to achieve this overall objective, the following research questions framed this quantitative study: 1. How does CTE teachers' self-efficacy differ between traditional teacher licensure versus industry experience licensure? 2. How does teachers' intention to stay in the profession differ between teacher licensure versus industry experience licensure? 3. What is the relationship between each of the five constructs and CTE teachers' self-efficacy and intention to stay in the profession? The methodology for this study tested the predominant question of whether a secondary CTE teacher's type of licensure affects self-efficacy and if the type of licensure affects their intention to stay in the profession. The primary variables that were used in this study were licensure pathway, self-efficacy, and retention. The data collection and analysis processes focused on exploring if there was a relationship between teacher self-efficacy and their intention to stay in the profession. Answering the research question of this study was achieved through conducting primary research guided by the philosophy of subjectivism and a quantitative, deductive research approach. A correlational design was used to test the hypotheses using the data collected from a sample of 120 respondents selected from 25 vocational centers in the State of Illinois. Data was analyzed using the statistical Package for Social Sciences (SPSS) and findings interpreted to test the hypotheses. This study found that there were no significant differences found in ratings of self-efficacy between traditional licensed CTE teachers and alternatively licensed CTE teachers. However, all five constructs (accountability, school environment/culture, student behavior/motivation, classroom effectiveness and administrator/community support) of self-efficacy were found to be statistically significant to retention in both groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]