Table 4.

Estimated Marginal Means, Standard Errors, and Confidence Intervals for the Theory of Planned Behavior and Knowledge Measures Related to Teaching Occupational Safety and Health (N = 188)

				95% Confidence Interval
	N	M	SE	Lower Bound	Upper Bound
Attitude
Main subject taught
Non-occupational CTE and academic	118	4.55	0.09	4.60	4.91
Occupational CTE	67	4.76	0.08	4.38	4.72
Sex
Female	100	4.67	0.08	4.52	4.85
Male	85	4.62	0.08	4.46	4.79
Injured at work
No	141	4.64	0.06	4.53	4.75
Yes	44	4.67	0.10	4.47	4.87
Self-efficacy
Main subject taught
Non-occupational CTE and academic	118	3.85	0.14	3.56	4.13
Occupational CTE	67	4.20	0.13	3.94	4.52
Sex
Female	100	3.81	0.13	3.54	4.07
Male	85	4.24	0.14	3.97	4.52
Injured at work
No	141	3.97	0.09	3.79	4.16
Yes	44	4.07	0.17	3.74	4.41
Intention
Main subject taught
Non-occupational CTE and academic	118	3.91	0.16	3.59	4.22
Occupational CTE	67	4.29	0.15	4.00	4.59
Sex
Female	100	3.96	0.15	3.66	4.26
Male	85	4.24	0.16	3.93	4.55
Injured at work
No	141	3.90	0.11	3.69	4.11
Yes	44	4.30	0.190	3.92	4.67
Knowledge
Main subject taught
Non-occupational CTE and academic	118	10.80	0.28	10.26	11.35
Occupational CTE	67	11.73	0.26	11.22	12.24
Sex
Female	100	11.35	0.27	10.83	11.87
Male	85	11.19	0.27	10.65	11.72
Injured at work
No	141	11.67	0.18	11.30	12.03
Yes	44	10.87	0.33	10.22	11.53

CTE, career and technical education.

Academic included science taught in comprehensive schools; non-occupational CTE included CTE business and technology in comprehensive schools; and occupational CTE included construction manufacturing, health sciences, culinary arts, auto repair, and other technical topics in career and technical schools.