Sandoval-Lucero, Elena M. (2004). The role of self-efficacy in paraeducators' career decisions.
Institution: University of Colorado at Denver
THE FOLLOWING ABSTRACT IS POSTED WITH THE WRITTEN PERMISSION OF THE AUTHOR
This mixed methods research study examined the career paths, work environments, educational experiences, family background, career plans, and demographic characteristics of paraeducators who became teachers and current paraeducators. The study also measured their teacher, academic, and general self-efficacy. The purpose of the study was to explore the possibility that self-efficacy plays a role in paraeducators' career decisions. Data was collected through three sources: a survey, career goals statements, and interviews. Twenty-two participants were included in the survey phase of the study, and fourteen participants were included in the interview phase. There were some qualitative differences and significant quantitative differences between the groups on general self-efficacy and teacher efficacy. However, the groups did not have differences in their academic self-efficacy. All paraeducators received support from career ladder programs or school district sponsored programs to attend college. They identified support from their cohorts and their families as the biggest factors in their college success. Paraeducators in this study who became teachers, and paraeducators who planned to become teachers described work environments that provided mastery teaching experiences, teachers who were social role models, and school professionals who encouraged them to advance their careers. Mastery experiences occurred when teachers worked collaboratively with their paraeducators to plan and deliver instruction to students in their classrooms. Teachers also included paraeducators in other activities such as IEP work and parent teacher conferences. These teachers were identified by paraeducators as social role models because they provided good supervision for the paraeducator role and encouraged the paraeducators to become teachers. Paraeducators who planned to remain in the paraeducator role spent more of their work day performing general clerical duties. They worked less collaboratively with teachers to deliver instruction. They also received less encouragement to become teachers. The study has implications for two areas of practice. First, the quality of supervision of paraeducators is important for their career development. Second, the study also highlighted the need to clearly define paraeducators roles and responsibilities in ways that utilize their skills, abilities, and interests, and promote their career development.
Last modified February 14 2008 11:23 AM
