The Role of Self-efficacy in Paraeducators Career Decisions

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.

Autorentext

Elena Sandoval-Lucero has over twenty years experience in highereducation serving in academic and administrative positions. Herresearch interests include paraeducator career development,educational opportunity and access, and effective supervisionpractices. She earned her PhD in Educational Leadership and Innovation.

Klappentext

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 lesscollaboratively with teachers to deliver instruction.They also received less encouragement to becometeachers. The study has implications for two areas ofpractice. First, the quality of supervision ofparaeducators is important for their careerdevelopment. Second, the study also highlighted theneed to clearly define paraeducator roles andresponsibilities in ways that utilize their skills,abilities, and interests, and promote their careerdevelopment.