Believe To Achieve–The Impact of Educator Efficacy on Instructional Effectiveness with African American Students: A Qualitative Study

The purpose of this qualitative transcendental phenomenology was to describe the lived experiences of middle school educators regarding their perceived efficacy on their effectiveness in addressing academic gap concerns for African American students in a mid-Atlantic state. The theory that guided this study was Bandura’s self-efficacy theory (1977), which defined ways to increase perceived efficacy and its overall impact on teacher effectiveness. This study answered the following question: What are the lived experiences of middle school educators’ perceived efficacy and instructional effectiveness with African American students? Study participants included middle school teachers with at least two years of experience working at Danbury Middle School. The data collection included individual interviews, focus group session, and journal entry. Collected data was analyzed during and after collection to ensure proper absorption of information beyond the first exposure (Saldaña, 2013). Using the tool, ATLAS.ti, data was coded and categorized as needed until notable themes emerged. These notable themes included positive student and teacher relationships, effective performance accomplishments are rooted in adaptability, and positive relationships between teachers. The lived experiences of middle school teachers were heard and examined through this qualitative transcendental phenomenological study.