Examining Educational Leadership Doctoral Students’ Self-efficacy as Related to Their Role as a Scholarly Practitioner Researcher

Location

Session 2 Presentations - Doctoral Education

Proposal Track

Research Project

Session Format

Presentation

Abstract

Doctoral programs have the highest attrition of graduate programs, with almost half of the successful students taking six to seven years to complete. Thus, educational leadership doctoral preparation programs must find ways to enhance students’ perceived capability in an effort to facilitate their progress through the program in a timely manner. It is believed that having high research self-efficacy coupled with evidence-based practices to strengthen scholarly practitioner research skills may be a contributor to effective program progression if viewed from the lens of a scholarly practitioner researcher. This presentation will explore how Ed.D. students’ self-efficacy evolves from the lens of a scholarly practitioner researcher as they progress through specified checkpoints to degree completion. The findings from our recent research study will be shared to provide other doctoral programs a lens into the importance of maintaining students’ high self-efficacy, specifically in the area of scholarly practitioner research to ensure efficient progression through the program to completion in a timely manner.

Keywords

self-efficacy, educational leadership, leadership preparation, problem of practice, scholarly practitioner researchers

Professional Bio

Juliann Sergi McBrayer, Ed.D is an Assistant Professor and M.Ed. Program Coordinator in Educational Leadership at Georgia Southern University. She has collectively served 19 years as an educational leadership assistant professor, educational program coordinator, instructional school leader, professional development and federal programs coordinator, classroom teacher leader, and classroom teacher. She holds a Doctorate and Educational Specialist from Georgia Southern University, Master’s from Ohio University, and Bachelor’s from SUNY College at Buffalo. Her research agenda includes educational leadership and teacher preparation programs with a focus on self- efficacy and professional learning, specifically professional learning communities and programming to ensure effectiveness and accountability.

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Oct 8th, 9:45 AM Oct 8th, 10:55 AM

Examining Educational Leadership Doctoral Students’ Self-efficacy as Related to Their Role as a Scholarly Practitioner Researcher

Session 2 Presentations - Doctoral Education

Doctoral programs have the highest attrition of graduate programs, with almost half of the successful students taking six to seven years to complete. Thus, educational leadership doctoral preparation programs must find ways to enhance students’ perceived capability in an effort to facilitate their progress through the program in a timely manner. It is believed that having high research self-efficacy coupled with evidence-based practices to strengthen scholarly practitioner research skills may be a contributor to effective program progression if viewed from the lens of a scholarly practitioner researcher. This presentation will explore how Ed.D. students’ self-efficacy evolves from the lens of a scholarly practitioner researcher as they progress through specified checkpoints to degree completion. The findings from our recent research study will be shared to provide other doctoral programs a lens into the importance of maintaining students’ high self-efficacy, specifically in the area of scholarly practitioner research to ensure efficient progression through the program to completion in a timely manner.