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Wando Mount Pleasant Library
Closed
Phone: (843) 805-6888
Main Library
2 p.m. – 5 p.m.
Phone: (843) 805-6930
McClellanville Library
Closed
Phone: (843) 887-3699
Folly Beach Library
Closed
Phone: (843) 588-2001
Miss Jane's Building (Edisto Library Temporary Location)
Closed for renovations
Phone: (843) 869-2355
West Ashley Library
Closed
Phone: (843) 766-6635
John L. Dart Library
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Phone: (843) 722-7550
St. Paul's/Hollywood Library
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Phone: (843) 889-3300
Mt. Pleasant Library
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Phone: (843) 849-6161
Dorchester Road Library
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Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
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Phone: (843) 883-3914
John's Island Library
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Phone: (843) 559-1945
Otranto Road Library
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Phone: (843) 572-4094
Hurd/St. Andrews Library
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Phone: (843) 766-2546
Baxter-Patrick James Island
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Phone: (843) 795-6679
Bees Ferry West Ashley Library
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Phone: (843) 805-6892
Village Library
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Phone: (843) 884-9741
Keith Summey North Charleston Library
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Phone: (843) 744-2489
Mobile Library
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Phone: (843) 805-6909
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Educator Perceptions of Self-Efficacy and Preparedness to Work in High Poverty Schools
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- Author(s): Kristen Carroll; Juliann Sergi McBrayer; Marlynn Griffin; Taylor Norman; Summer Pannell; Mary Josephine Carney
- Language:
English- Source:
School Leadership Review. 2024 18(2).- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
- Peer Reviewed: Y
- Source: 20
- Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools - Subject Terms:
- ISSN: 1559-4998
- Abstract: This study examined the perceptions of educators to determine if they felt that they were adequately prepared to teach in a high poverty school setting. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The analyses indicated that, overall, educators felt well-prepared with limited supporting evidence to work in high poverty schools in the areas of student learning and engagement, which included curriculum and pedagogy, differentiation, and assessment. Findings further indicated a need for professional learning so educators can best support students in the high poverty setting in terms of problem solving when issues arise in the classroom. The implications for practice suggest that educators need support to ensure a high level of preparedness to work in high-poverty schools, as educators need to have a high level of self-efficacy to positively impact student success. Future research could help pinpoint specific areas of need within student learning and engagement to determine how to best develop professional learning opportunities that are purposeful, collaborative, and sustainable. Additional research should be conducted to determine if teachers' levels of self-efficacy and perceptions of preparedness are correlated to leadership style.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1426332
- Availability:
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