A Call to Action: A Mixed Methods Study on Novice Black Male Educators' Experiences in Teacher Preparation Programs, Preparedness, and Opportunities for Retention

Dicks, Towan, Clark Atlanta University

2023-08

2020-2029

The purpose of this sequential explanatory mixed methods study was to understand the novice Black male teachers' (BMT) preparedness, perceptions of the pre-service experience and give opportunities for retention for teacher preparation programs. The significance of this study was to fill the void in research, understand the preparedness of African American male students through a teacher preparation program, and to understand the novice teachers' preparedness and the ability to fully execute their roles as classroom teachers. This study used a sequential explanatory mixed methods design, which included survey collection and in-depth interviews to explore the critical lived experiences of the participants. The quantitative data was collected from 104 Black male educators. The data content validity was checked with the Pearson r 2-tailed correlation. Qualitative data was collected from the interviews of five (5) novice Black male educators. The researcher interpreted the statements from the interviews and conducted an analysis revealing codes and themes. Four major themes emerged from the data, which were (1) Self-Efficacy, (2) Teacher Preparation Programs are effective, (3) Family Dynamics and Socioeconomics play a critical role, and (4) Representation of Black Men Matters. The conclusions specified that teacher preparation programs are effective in the trajectory of Black male educators. However, the findings revealed that the further Black male educators move away, in time, from their programs, the less they see it as a factor in their effectiveness. The findings revealed that there was a significant relationship between the novice African American male educator and their preparedness by their Teacher Preparation Program. The findings additionally show that the further the novice Black Male Educator moves away from their program, the least impact it has on their level of preparedness to fulfill their role. The study revealed several recommendations for practice and research that would improve the lived experiences of Black male educators including mentorships in teacher preparation programs, partnerships amongst teacher preparation programs and school districts, and Empowerment and Continual Support of Black male educators. The participants' responses provided a framework for Teacher Preparation Program stakeholders, current administrators, and district-level staff recruiters to follow.

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Atlanta University and Clark Atlanta University Theses and Dissertations

2023-08

dissertation

Doctor of Education

Clark Atlanta University

Department of Educational Leadership

Gregory, Sheila T.

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:2023_dicks_towan

http://rightsstatements.org/vocab/InC-EDU/1.0/