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How School Mentors Build Self-Efficacy in Novice Teachers: A Single Case Study
No full textThis qualitative single case study with embedded units explored how school mentors build selfefficacy in novice teachers across elementary, middle, and high school settings within a single public school district in Texas. Grounded in Bandura’s self-efficacy theory, which identifies four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological states, this study examined the specific strategies mentors use to build self-efficacy and foster confidence and instructional competence in novice teachers. Data were collected through semistructured interviews with eight experienced educators formally designated as mentors. Thematic analysis was employed to identify patterns in mentoring practices and their impact on novice teacher development. Three central themes emerged: (a) mentors build self-efficacy by modeling effective instructional practices, facilitating peer-to-peer observations, and engaging in reflective dialogue; (b) mentors strengthen self-efficacy through timely, specific positive feedback and recognition of small wins; and (c) mentors cultivate selfefficacy by establishing safe, trusting relationships. Within this theme, two subthemes emerged: (a) mentors offering personalized emotional support and (b) mentors providing functional support. Findings demonstrated that mentors drew upon all four of Bandura’s efficacy sources, using deliberate and responsive strategies to meet the varied instructional and emotional needs of novice teachers. Modeling and observation provided vicarious experiences; reflective feedback and goal-setting encouraged mastery; verbal affirmation reinforced growth; and relational trust reduced stress and anxiety. These insights underscore the complex and relational nature of mentoring and emphasize the critical role mentors play in shaping novice teacher confidence, resilience, and retention. This study contributes to the literature on supporting novice teachers by identifying actionable practices that align with self-efficacy theory that school leaders can vi implement to build self-efficacy among beginning teachers. Recommendations include structuring mentoring programs around self-efficacy principles, providing ongoing mentor training, allocating protected time for mentoring activities, and fostering school cultures rooted in trust and individualized support. Keywords: novice teacher, self-efficacy, school leader, K–12 leader role, mentor, teacher support and development, attritio
Closing the Graduation Gap: Factors That Impact the Graduation and Enrollment Rates of First Generation African American Male Students at Predominantly White Christian Universities
No full textFirst-generation African American male students encounter unique challenges on their journey through higher education. These challenges include inadequate academic preparation, limited family support, financial hardships, and difficulties in finding a sense of belonging. Additionally, factors such as race and religion present significant barriers that hinder their ability to persist in and graduate from colleges and universities without institutional support. Strategic initiatives, programs, and services that address the specific needs of these students are crucial for promoting their academic and social integration, ultimately influencing their success in higher education. This study focused on the experiences of successful first-generation African American students attending predominantly White Christian universities and the factors that impacted their enrollment and graduation rates. Using narrative inquiry, 10 participants shared their stories about their experiences at these universities. The researcher interviewed participants in a semistructured format, which allowed them to express how social, institutional, and cognitive factors affected their graduation and enrollment rates. The researcher conducted the interviews in recorded Zoom sessions. The findings indicated that first-generation African American students at predominantly White Christian universities achieved their higher education goals largely due to support from smaller, affirming student organizations and groups that validated their presence in these environments. Additionally, support from faculty and staff who reflected their identities contributed significantly to their success. Furthermore, the study highlighted those positive relationships within institutions and the creation of a sense of belonging and community played critical roles. The research underscores the need for a nuanced understanding of the intersections of race and religion, as well as the importance of resilience, motivation, and persistence. The findings urge higher education institutions to acknowledge and address the unique challenges v faced by first-generation African American male students in predominantly White environments. The findings identified a need for higher education institutions to foster supportive programs and to take proactive measures that dismantle oppressive systems, ultimately creating an educational atmosphere where first-generation African American male students can thrive and achieve their academic goals
Educating Caregivers to Increase Participation in Sensory Integration Interventions
No full textThis capstone project aims to educate caregivers on the foundational three sensory systems and sensory integration (SI) interventions to enhance children’s participation in daily occupations. Research consistently highlights the vital role caregivers play in supporting their child’s sensory regulation and overall well-being. However, existing literature offers limited investigation into the relationship between SI dysfunction and caregiver education. Sensory integration enables the organization of sensory input to facilitate meaningful interaction with the environment; however, caregiver participation in applying SI-based interventions remains underrepresented in research and practice. To address these issues, this project utilizes an approach called knowledge translation through the creation of educational videos grounded in Ayres Sensory Integration (ASI) theory. These videos present key SI concepts and intervention strategies targeting the tactile, proprioceptive, and vestibular systems—each foundational to the body’s sensory development. By enhancing caregivers’ understanding of the systems and increasing their confidence in engaging in interventions, the project promotes the consistent use of therapeutic interventions that support clinical progress across various settings. The implementation of these educational materials at the West Texas Rehabilitation Center (WTRC) in Abilene, Texas, supports ongoing professional development among practitioners and advances evidence-based caregiver education practices in pediatric occupational therapy
Latina Senior-Level Leaders in 2-Year Public Higher Education Institutions in Texas: A Life Story Narrative Study
Get PDFThe study was designed to understand the personal and academic experiences of Latinas in senior-level leadership positions in 2-year public higher education institutions in Texas and the impact, if any, of these experiences on their leadership development. Although Latina undergraduate college enrollment has continued to increase, Latinas remain significantly underrepresented in senior-level leadership roles in higher education institutions. Using a life story narrative approach and LatCrit as the theoretical lens, this study examined leadership development across the life span from adolescence to middle adulthood. The thematic analysis of the four Latinas\u27 life story narratives, employed in 2-year public higher education institutions in Texas, revealed the most critical life span factors in leadership development: (1) relationships, (2) culturally rooted leadership traits, and (3) educational and career advancement. Subthemes included: (1a) mentor relationships, (1b) parental relationships, (2a) resilience in the face of adversity, (2b) commitment to service/ serving, (2c) strong work ethic: hardworking and determined, (3a) educational journey, and (3b) access to and participation in leadership development. Three key conclusions included (1) relationships represent critical life span factors influencing leadership development; (2) culturally rooted leadership traits represent critical life span factors influencing leadership development; and (3) educational attainment, access to, and participation in leadership development programs represent critical factors impacting leadership development and practices. Furthermore, this study contributes to the scholarly literature on Latinas in senior-level leadership positions in 2-year public higher education institutions in Texas
Persistent Reading Deficiencies in Early Education
Get PDFThis qualitative case study investigated early reading teachers’ perceptions of the instructional practices they use to identify early elementary student reading proficiency, including unique challenges they face when addressing the development of early reading skills. The researcher investigated eight first and second grade teacher classrooms during the 2023–2024 school year through collective interviews, observations, and related school data. The researcher performed a qualitative analysis of the collected data to reveal varying themes that support recommendations to reduce persistent reading problems among early elementary students. Using purposeful sampling to select licensed, experienced participants, the insights of eight early elementary reading teachers and one reading specialist were collected. The researcher then utilized semistructured interviews and classroom observations to further investigate teacher perceptions of varying classroom instructional practices, strengths, and challenges associated with identifying early struggling readers
