A FORMACIÓN PROFESIONAL EN EUROPA O CAMIÑO CARA A CONVERXENCIA.

This observational case study was designed to focus on teacher efficacy and its influence on classroom management when teaching African American males in grades PreK–2. This qualitative research was examined through the lens of choice theory (Glasser, 1998), as it related to the total behavior and quality world components. Although Glasser’s theory can apply to all students, regardless of race, gender, age or socioeconomic background, for the purpose of this study, Glasser’s (1998) theory applied solely to the African American male population in grades PreK–2.

Pre-and post-professional development interviews were conducted with participants, along with professional development, focusing on the above-mentioned elements of choice theory (Glasser, 1998). As a researcher, I observed behavior-management strategies utilized by the teachers. In addition to this, information obtained from both sets of interviews was compared to each other, in an effort to not only draw meaningful conclusions, but to discover new insight as to how teacher efficacy influenced classroom management when teaching African American males in grades PreK–2, from the perspective of choice theory. This included taking a deeper look at how teachers can better support the social and emotional development of their African American male students in grades PreK–2. The effectiveness of the professional development on the subgroup was assessed based on the participants’ pre-and post-interview responses, as well as from field notes, pertaining to six 30-minute weekly observations. This chapter included a

review of the sample population involved within the study. Along with this, an explanation and description of the research methodology and data analysis were discussed. A summary of the findings and a presentation of the data and results were included within this chapter. The chapter concludes with a summary, highlighting key components in this section.

85

This observational case study investigation examined the question: How does teacher efficacy influence classroom management when educating African American males in grades PreK–2, through the lens of choice theory (Glasser, 1998)? In an effort to gain an in-depth understanding of the topic, the research questions that guided this study are listed below.

Research question 1. In what ways does understanding how to fulfill the needs of

survival, power, freedom, fun, and belonging, through the use of professional development, influence teacher efficacy and classroom management, when educating African American males in grades PreK–2?

Research question 2. How does providing professional development to educators, addressing

teacher personality, cultural awareness, and bias, influence classroom discipline procedures, teacher choices, and the need for African American males in grades PreK–2 to develop a sense of belonging within an educational community?

Description of the Sample

Research population. The participants of this study were limited to 10 elementary-

school teachers, who instructed African American male students in grades PreK–2. The selected school district is located in a small suburb on the outskirts of a large major city within the state of Illinois. All participants have at least five or more African American males in grades PreK–2, in their classes with whom they interacted and provided academic instruction on a daily basis. Participants were selected on a volunteer basis. There was no release of any of the identities and/or personal information of the participants. Pseudonyms were used to identify each participant.

Of the 10 teacher participants, two were male and eight were female. Teaching experience varied among the participants. Three participants had 1-3 years of teaching

86

experience. Three teachers had 4-7 years of teaching experience. Lastly, four teachers had eight or more years of teaching experience. The ethnicity of the participants was diverse. Four of the participants were Caucasian, five were African American, and one participant was Latino/Asian Indian Heritage. Ages of the participants ranged from 28-67 years of age.

Research Methodology and Analysis

Method and rationale. An observational case study research design was utilized in this

investigation, with the simultaneous incorporation of the comparative analysis format. According to Yin (2003), a case study model is appropriate when one wishes to explore the how and why components of a specific or series of events. The case study model was determined to be the most appropriate for this study due to the established goal to seek out and acquire an in-depth understanding of how and why teacher efficacy influenced classroom management, through the lens of choice theory (Glasser, 1998), as well as various conditions that may have influenced the occurrence of such events. The comparative-analysis format allowed me to compare and contrast information within this specific case, in an attempt to draw new information from the data that provided insight as how to better assist teachers in supporting the needs of African American males, according to choice theory (Glasser, 1998). Information and data from this research were acquired through the use of pre-professional development and post-professional development interviews with the ten participants.

Along with the interviews, participants also attended a professional-development session that pertained to choice theory (Glasser, 1998), which specifically focused on the elements of the quality world and total behavior. The purpose of the pre-professional development and post- professional development interviews was for me to capture first-hand perceptions and

87

management when teaching African American males in grades PreK–2. These perceptions were analyzed and examined through the lens of the choice theory (Glasser, 1998) in terms of how to better meet the social and emotional needs of African American males in grades PreK–2.

Findings from this data were used to determine and/or assess the effectiveness of the professional development, as it relates to teacher efficacy and its influence on classroom management when teaching African American males in grades PreK–2. Immediately following the professional development, participants were expected to incorporate ideas and/or concepts pertaining to meeting the social-emotional needs of their African American males within their classrooms into their daily classroom-management routines. For a period of six weeks, participants were

observed once a week, for a period of 30 minutes per observation. At the conclusion of the six- week observation where the participants were requested to implement ideas from the choice theory (Glasser, 1998) on professional development within their classrooms, teachers then participated in post-professional-development interviews. This post-professional-development interviews occurred within one week of teachers’ completing their final weekly observations. During these interviews, perceptions of the teachers were keenly noted, as they related to how meeting the basic needs of the African American males within their classrooms influenced teacher efficacy, thus affecting their classroom management.

Analysis. Information from this investigation was examined utilizing a comparative-

analysis format. The information collected from both the pre-and post-professional development interviews was analyzed. According to Nayab and Scheib (2011), comparative analysis or constant comparison can be used in a case study structure to compare and contrast the similarities and differences in a specific case. In this case, responses of the participants were compared prior to attending the professional development, with their responses after receiving

88

professional development, as well as their perceptions of their effectiveness of their classroom- management strategies. The rationale in using such approaches enabled me to present the perceptions of the participants involved, pertaining to their teacher efficacy and how it influenced their classroom management, when teaching African American males in grades PreK–2, both before and after having attended professional development focusing on the choice theory (Glasser, 1998). From this, sub-categories were created that divided the teacher responses into grade levels. Next, data and information were discussed, in regard to the similarities and differences of both, the pre-professional development and post-professional development responses, and the responses according to the grade levels participants teach. Various themes were also noted within the discussions.

Responses from the pre-professional development and post-professional development interviews were examined, in order to bring about new insight as to how teacher efficacy has influenced classroom management when teaching African American males in grades PreK–2, according to choice theory (Glasser, 1998), as well as to assess the effectiveness of the

professional development. Upon analysis of such information, one goal of this study was to use the collected findings to draw meaningful conclusions, which in turn supported the theoretical framework (Ratcliff, 2011; Seidel, 2011). The second goal was to provide teachers of African American male students in grades PreK–2 with viable tools to support the social and emotional development of their students.

Summary of the Findings

Data discussed in the following sections represent individual interviews, participant pre- and post-professional interviews, as well as from information gathered from classroom

89

participants’ implementation of the strategies that were presented in the study. Information from the research revealed similarities and differences between the initial perceptions of the teachers concerning the effectiveness of their management strategies, as well as their personal bias, and whether or not it has influenced daily classroom-management routines, when teaching African American male students in grades PreK–2. Each participant group displayed a separate theme from the other. This could be due to the common grade level taught, and/or the fact that teachers within each group had established professional learning communities where ideas were

exchanged and common language was used. Pre-professional development interviews presented information and data before professional development was provided to the participants. Post- interview information and responses were a reflection of the perceptions of the participants following professional development, and having been afforded the opportunity of implementing Glasser’s (1998) concepts into their daily classroom-management routines.

First, this researcher found that prior to attending the professional development, teachers felt less confident in their abilities, not only to address discipline and negative behaviors of their African American male students in grades PreK–2, but struggled with successfully managing a classroom that fully supported the social and emotional development of their students in general. After receiving training, findings indicated that teachers’ perceptions of their efficacy toward teaching African American male students increased. This is believed to have been the result of the teachers having been presented with information that provided a detailed explanation of the specific needs of their African American male students, regarding various elements that helped to develop and shape their behavior, as perceived through the lens of choice theory (Glasser, 1998).

90

According to Ray, Fleming, and Kimondo (nbcdi.org, 2013), cultures have shaped who individuals are, as well as how they have, and will continue to experience the world around them. This claim was closely related to Glasser’s (1998) assertion of how a person’s quality world is influenced by prior experiences. Therefore, a person’s quality world motivates what he or she does, which Glasser (1998) referred to as total behavior. As previously mentioned, total behavior is a collection of what a person does to meet his or her needs and quality world. An important factor to mention is that when attempting to support the social and emotional

development of African American males in grades PreK–2, according to Glasser (1998), teachers must look at the specific needs of their students, in regards to how these needs influence

behavior. In addition to this, Searcy (nbcdi.org, 2013) insisted that teachers, who are attempting to meet the behavioral needs of African American students, must take into account their own teaching style, ensuring that is compatible to the learning style of their students. According to Searcy (nbcdi.org, 2013),

Statistics show exclusionary discipline, or the permanent removal of a student from a school, is used at disproportionately high rates with African American students. This type of discipline implies that the reasons behind inappropriate behavior lie within the individual student. However, teaching in a way that is incompatible with how students learn puts students at risk for both academic and behavioral difficulties. When the teacher’s style of instruction does not match the student’s style of learning, misbehavior can result. In practice, misbehavior may be the function of teachers’ failure to meet the needs of diverse students

91

Second, findings revealed that teachers who understood how to fulfill the needs of survival, power, freedom, fun, and belonging, through the use of the information from the professional development, were able to identify the specific needs of their African American male students in grades PreK–2. Handouts were given to the teachers, identifying the social and emotional needs of African American male students in grades PreK–2, according to current research (see Appendix B). Key terms, suggested classroom strategies, and additional

explanations, pertaining to choice theory (Glasser, 1998), are also included within this appendix section.

The teachers were also able to appropriately create and implement classroom- management strategies that were directly tailored to the needs and abilities of their African American male students, as well as share them with fellow participants during the professional- development session. Teachers’ responses indicated that teachers who were able to align their classroom routines to the needs of their African American male students saw a decrease in these students’ negative, defiant, and undesirable behaviors.

Next, findings suggested that by providing professional development to educators, addressing teacher personality, cultural awareness, and bias, classroom discipline procedures, teacher choices, and the need for African American males in grades PreK–2 to develop a sense of belonging within an educational community, were influenced in multiple ways. One way this was achieved involved the concept of self-reflection. Teachers who attended the professional development reported that they did not realize how their overall actions, personalities, and lack of understanding of their African American male students’ cultural attributes, were negatively influencing their classroom routines. Prior to attending the professional development, seven of 10 participants reported that the professional development helped them to better understand the

92

specific needs of their African American male students. Findings also indicated that the professional development helped teachers to openly and honestly address their personal biases and biased perceptions about their African American male students’ abilities to make meaningful contributions to the learning environment. As a result of learning how to address these

hindrances, teachers were able to incorporate strategies within their classrooms that encouraged positive student engagement and participation.

Presentation of Data and Results

Pre-professional development interviews. As the participant interviewing process

commenced, it was noted that the teachers were eager and excited to participate in the study. However, 7 of 10 participants initially appeared to be a bit nervous about questions they may be asked about their ability to control and manage their classroom, as well as various characteristics they may use to support the social and emotional needs of their African American male students in grades PreK–2. Nervousness of the participants was also noted through their body language and tense/timid voice. This information was recorded in the pre-professional-development notes. To ease the anxiety of the participants, prior to starting the pre-professional development

interviews, each participant was informed that a series of questions would be asked pertaining to their experience as a teacher. The procedures were also explained in terms that the focus of some of the questions would be on their reflecting about their classroom-management routines, while other questions would be focused on their perceptions of how well they incorporated various ideas and concepts into their daily management routines.

I also expressed to the teachers that their participation in the study was greatly

appreciated, as it will help to serve as a resource for how teachers can better support the social- emotional growth of African American males in grades PreK–2. For instance when participants

93

did not feel comfortable to answer certain questions, it was made clear that any question of their choice could be skipped at any time. Lastly, it was clearly expressed to all the participants that they were under no obligation to participate in this study, and may withdraw any time. Before signing the consent form, all participants were assured that their identities would not be disclosed to anyone, as pseudonyms replaced the names of all volunteers.

Participants were separated into three teacher groups. Teacher group 1 consisted of four participants who taught in grades PreK and Kindergarten. Teacher group 2 consisted of three participants who taught first grade. Lastly, teacher group 3 consisted of three participants who taught second grade. Teachers were separated into grades taught in order for me to examine, code, and compare information regarding teacher perceptions of their own classroom-

management abilities, as well as various influences that each group of teachers believe to have influenced their abilities to connect socially and emotionally to their African American male students. Separating teachers into grade-level groups allowed for me to also examine to what extent the implementation of concepts provided in the choice theory (Glasser, 1998) influenced classroom management and teacher efficacy when teaching African American males in grades PreK–2.

Research themes. The series of interview questions asked were separated into two

categories that aligned with the research questions. Question 1 focused on data that addressed the question: In what ways do understanding how to fulfill the needs of survival, power, freedom, fun, and belonging, through the use of professional development, influence teacher efficacy and classroom management, when educating African American males in grades PreK–2? Question 2, on the other hand, focused on information that addressed the question: How does providing professional development to educators, addressing teacher personality, cultural awareness, and

94

bias, influence classroom discipline procedures, teacher choices, and the need for African American males in grades PreK–2 to develop a sense of belonging within an educational

community? Information listed under the pre-interview sections are not only separated according to themes, but is also divided into pre-professional development and post-professional

development responses, acquired from each of the three teacher groups.

According to the two research questions, teacher responses were separated based on common topics. From this point, teacher-response themes were created from these two research questions. For example, when looking at Question 2, a theme that was discussed concerned how bias influenced the teachers' management routines. It was discovered that prior to attending the professional development, 7 of 10 the teachers with all three groups did not realize how they exhibited bias toward their African American male students. After attending the professional development, teachers were not only able to reflect on their management practices, but were also able to identify their own biases, and how they influenced how they managed their classroom,