Educational Leaders and Their Impact on African American Alternatively Certified Male Teacher’s Educational Self-Efficacy

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.