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Educational Leaders and Their Impact on African American Alternatively Certified Male Teacher's Educational Self-Efficacy.
- Source :
-
Education & Urban Society . Jul2024, Vol. 56 Issue 6, p682-702. 21p. - Publication Year :
- 2024
-
Abstract
- This study examined the impact school leaders had on the self-efficacy of African American Male (AAM) teachers who matriculated through an alternative certification program. Purposeful sampling was used in this study with four inclusion criteria. The study occurred at a large urban Title 1 school district in the Southeast. The district was selected based on its implementation of an alternative certification program and relative success in recruiting and maintaining a diverse teaching staff. Tschannen-Moran and Hoy's 12-item teacher self-efficacy survey was administered to select teachers who scored high on their self-efficacy scale. Eleven AAM teachers from various urban school sites participated in this study. Data were collected through one-on-one and focus group interviews. Findings revealed three themes that captured the ways school leaders impacted teacher self-efficacy. Study results can help provide leaders and policymakers with guidance as they seek to address the teaching shortage and develop a more diverse teaching workforce through alternative certification programs. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00131245
- Volume :
- 56
- Issue :
- 6
- Database :
- Academic Search Index
- Journal :
- Education & Urban Society
- Publication Type :
- Academic Journal
- Accession number :
- 177518602
- Full Text :
- https://doi.org/10.1177/00131245231202496