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Educational Leaders and Their Impact on African American Alternatively Certified Male Teacher's Educational Self-Efficacy
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- Author(s): Sean Antonetti; Nicholas J. Sauers (ORCID Nicholas J. Sauers (ORCID 0000-0003-4235-9006)
- Language:
English
- Source:
Education and Urban Society. 2024 56(6):682-702.
- Publication Date:
2024
- Document Type:
Journal Articles
Reports - Research
- Additional Information
- Availability:
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:
[email protected]; Web site: https://sagepub.com
- Peer Reviewed:
Y
- Source:
21
- Education Level:
Elementary Secondary Education
- Subject Terms:
- Accession Number:
10.1177/00131245231202496
- ISSN:
0013-1245
1552-3535
- 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:
As Provided
- Publication Date:
2024
- Accession Number:
EJ1426461
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