Date
7-2018
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
David S Benders
Keywords
African American, African American Male, High School Dropout, Middle School, Student Achievement Among African American Males, Teacher Motivation
Disciplines
Bilingual, Multilingual, and Multicultural Education | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Leadership
Recommended Citation
Royal, Erroll, "The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students" (2018). Doctoral Dissertations and Projects. 1801.
https://digitalcommons.liberty.edu/doctoral/1801
Abstract
This study investigated the impact of teacher motivation in promoting academic achievement among African American male students in an urban middle school in northeast North Carolina. In this quantitative study, the sample population was comprised of fifty 7th grade students and fifty 8th grade students. Eight teachers, (four science teachers, and four math teachers) both male and female were given the Teacher Efficacy Scale (see Appendix G). The results revealed that there was no relationship between teacher motivation and academic achievement among African American male students. Further research should include similar studies that would examine the impact of teacher motivation on academic achievement among African American male students based on the gender and years of experience of the teacher. The implications of this study will provide a basis for teacher education programs to offer more sensitivity training for all prospective teachers in dealing with the African American male student utilizing quantitative and qualitative research designs. Therefore, more research in this particular field of education is suggested.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons
