Date of Award
Spring 2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Dale Lamb
Abstract
This qualitative study explored the perceived effectiveness of licensure exam preparation, student teaching experiences, and personal and professional support systems among Black male educators in North Carolina, with particular attention to self-efficacy and imposter syndrome as factors influencing licensure success. Grounded in Bandura’s (1977, 1986) Social Cognitive Theory and Self-Efficacy Theory, as well as Huecker et al.’s (2023) Imposter Syndrome Theory, the study examined how environmental structures and psychological experiences interact to shape professional outcomes. Data were collected through semi-structured interviews with 13 Black male educators and a follow-up focus group designed to confirm and elaborate on emergent themes. Inductive thematic analysis revealed that participants experienced limited and inconsistent licensure preparation within educator preparation programs, often requiring independent study and financial investment. Many participants reported entering the classroom without traditional student teaching experiences, relying instead on experiential learning and mentorship to build instructional competence. Participants also described experiencing professional isolation and representation pressures that contributed to self-doubt consistent with imposter syndrome; however, mentorship and supportive professional environments were identified as critical factors in strengthening self-efficacy and promoting retention. Findings suggest that structured licensure preparation, expanded mentorship systems, and policy initiatives addressing financial and systemic barriers are essential to improving licensure outcomes and retention for Black male educators.
Recommended Citation
Smith, Marquise K., "Exploring a School District's Alternative Licensure Pathway Preparation: Experience and Self-Efficacy of Black Male Educators in North Carolina" (2026). Doctor of Education Dissertations. 283.
https://digitalcommons.gardner-webb.edu/education-dissertations/283
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