The Role of Self-efficacy in Paraeducators Career Decisions
The Impact of Effective Supervision and Support
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This study examined the career paths, work environments, educational experiences, family background, career plans, career, academic, and teacher, efficacy, as well as, demographic characteristics of paraeducators who became teachers and current paraeducators to explore whether self-efficacy plays a role in paraeducators career decisions. Paraeducators in this study who became teachers described work environments that provided mastery teaching experiences, were social role models, and verbal encouragement to advance their careers. Paraeducators who planned to remain in the paraeducator role spe...
This study examined the career paths, work
environments, educational experiences, family
background, career plans, career, academic, and
teacher, efficacy, as well as, demographic
characteristics of paraeducators who became teachers
and current paraeducators to explore whether self-
efficacy plays a role in paraeducators career
decisions. Paraeducators in this study who became
teachers described work environments that provided
mastery teaching experiences, were social role
models, and verbal encouragement to advance their
careers. 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 paraeducator roles and
responsibilities in ways that utilize their skills,
abilities, and interests, and promote their career
development.
environments, educational experiences, family
background, career plans, career, academic, and
teacher, efficacy, as well as, demographic
characteristics of paraeducators who became teachers
and current paraeducators to explore whether self-
efficacy plays a role in paraeducators career
decisions. Paraeducators in this study who became
teachers described work environments that provided
mastery teaching experiences, were social role
models, and verbal encouragement to advance their
careers. 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 paraeducator roles and
responsibilities in ways that utilize their skills,
abilities, and interests, and promote their career
development.
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