The College of Education

Announces the Final Examination of

Tisha LiThel White

for the degree of

Doctor of Education

November 6, 2015

Room 405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, English: Technical and Professional Writing, University of Memphis, 1999

Masters in Education, Curriculum and Instruction, Freed-Hardeman University, 2002

Education Specialist, Administration and Supervision, Freed-Hardeman University, 2004

Advisory Committee

Beverly Cross, Ph.D., Associate Professor, Department of Instruction & Curriculum Leadership

Alfred Hall, II, Ph.D., Assistant Professor, Department of Instruction & Curriculum Leadership

Teri Evans, Ed.D., Adjunct, Department of Leadership

William Hunter, Ed.D., Assistant Professor, Department of Instruction & Curriculum Leadership

Major Field of Study

Instruction and Curriculum

Period of Preparation: Summer 2010-Fall 2015

Comprehensive Examination Passed: February 2014

TEACHER SELF-EFFICACY: HOW DO HIGH-PERFORMING BLACK TEACHERS IN UNDER-PERFORMING SCHOOLS NEGOTIATE SELF-EFFICACY?

Abstract

Despite the vast research on efficacy and teacher efficacy, little research focuses on the work of high-performing black teachers’ self-efficacy who work in low-performing urban schools. This research fills the gap of our understanding of high-performing black teachers and provides voice to a population under-represented in research. To answer the questions that served as a catalyst for this research, the following methods were used: focus groups, semi-structured interviews, storytelling, and reviewing student work samples. Each method allowed me to strategically and incrementally delve deeper into the research. As a result, I learned that high-performing black teachers in under-performing urban schools have specific practices that demonstrate their personal self-efficacy. They are reflective, inquisitive, and these teachers maintain a positive outlook in all situations. The teachers in this study also carefully adapt their practices by focusing on strong relationships with students and growing their practices so they are more effective instructors. Finally, the participants’ self-efficacy practices of this study are distinguished in under-performing urban schools by teachers having a deep understanding of the needs of black children. These teachers also welcomed students with challenging behavior and felt empowered to change that negative behavior to positive. Finally, these teachers encouraged and cared for the classroom environment so it would be safe, welcoming, and rigorous. There are multiple implications from this research including a focus on K-12 education, higher education and learning, and non-profit entities and their collaboration with legislative bodies. Future research includes (but is not limited to) a focus on challenging students, high-performing students and self-efficacy, and district curriculums and the Common Core’s relationship to self-efficacy.