{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/13611"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/13611","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"A steep pathway toward public education : a qualitative single-case study exploring leadership self-efficacy of Black male secondary school principals in Central Texas.","abstract":"The underrepresentation of Black male educators in Central Texas, comprising only 1.8% of teachers despite Black male students constituting about 7%, perpetuates challenges for future Black male leadership in education and the professional world. Research gaps exist in understanding Black males' leadership self-efficacy and how traditional leadership theories fail to account for their unique challenges. As the demographic landscape shifts towards minorities becoming the majority by 2043, more research is urgently needed to address current educational and workplace diversity inadequacies that to the future societal and economic success. Stereotypes impact self-efficacy, necessitating immediate research into the leadership practices of Black males to foster inclusive educational environments. This qualitative single-case study design explored Black males' leadership self-efficacy and lived experiences among secondary principals in Central Texas. The research investigated the participants' perceptions and experiences using semi-structured interviews and focus group discussions. Semi-structured interviews allowed in-depth exploration of self-efficacy components, providing personal insights. A focus group facilitated group discussions on self-efficacy, offering diverse perspectives. The design ensured trustworthiness and authenticity, enhancing understanding of effective leadership and identifying barriers. Through thematic analysis, the study revealed meaningful insights, guiding comprehension of the phenomenon. Overall, the methodological approach facilitated a comprehensive examination of Black male leadership self-efficacy and its educational implications. The study on leadership self-efficacy among Black male secondary school principals in Central Texas explores the significance of supportive environments and targeted professional development in advancing their leadership skills. While these principals exhibit strength in specific domains, systemic barriers, and limited representation pose challenges. Addressing hiring practices and access to resources helps promote diversity and inclusion in educational leadership. By recognizing and addressing Black male principals' unique experiences and needs, educational institutions can promote more equitable leadership practices, enhancing student outcomes and fostering growth in both public education and Black male leadership across various organizations.","abstract_html":"The underrepresentation of Black male educators in Central Texas, comprising only 1.8% of teachers despite Black male students constituting about 7%, perpetuates challenges for future Black male leadership in education and the professional world. Research gaps exist in understanding Black males' leadership self-efficacy and how traditional leadership theories fail to account for their unique challenges. As the demographic landscape shifts towards minorities becoming the majority by 2043, more research is urgently needed to address current educational and workplace diversity inadequacies that to the future societal and economic success. Stereotypes impact self-efficacy, necessitating immediate research into the leadership practices of Black males to foster inclusive educational environments. This qualitative single-case study design explored Black males' leadership self-efficacy and lived experiences among secondary principals in Central Texas. The research investigated the participants' perceptions and experiences using semi-structured interviews and focus group discussions. Semi-structured interviews allowed in-depth exploration of self-efficacy components, providing personal insights. A focus group facilitated group discussions on self-efficacy, offering diverse perspectives. The design ensured trustworthiness and authenticity, enhancing understanding of effective leadership and identifying barriers. Through thematic analysis, the study revealed meaningful insights, guiding comprehension of the phenomenon. Overall, the methodological approach facilitated a comprehensive examination of Black male leadership self-efficacy and its educational implications. The study on leadership self-efficacy among Black male secondary school principals in Central Texas explores the significance of supportive environments and targeted professional development in advancing their leadership skills. While these principals exhibit strength in specific domains, systemic barriers, and limited representation pose challenges. Addressing hiring practices and access to resources helps promote diversity and inclusion in educational leadership. By recognizing and addressing Black male principals' unique experiences and needs, educational institutions can promote more equitable leadership practices, enhancing student outcomes and fostering growth in both public education and Black male leadership across various organizations.","abstract_has_math":false,"creators":["Williams, Ken Ray (Kenneth Ray), Jr., 1984-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Dixon, Kellie M."],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12","date_published":"2024-12","updated_at":"2026-07-24T01:08:23Z","subjects":["Black male educators.","Leadership self-efficacy.","Underrepresentation.","Central Texas.","Stereotypes.","Educational diversity.","Systemic barriers.","Qualitative single-case study."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/13611","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Dixon, Kellie M."]},{"key":"dc:creator","label":"Author","values":["Williams, Ken Ray (Kenneth Ray), Jr., 1984-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-08-03T02:30:11Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black male educators.","Leadership self-efficacy.","Underrepresentation.","Central Texas.","Stereotypes.","Educational diversity.","Systemic barriers.","Qualitative single-case study."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/13611"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The underrepresentation of Black male educators in Central Texas, comprising only 1.8% of teachers despite Black male students constituting about 7%, perpetuates challenges for future Black male leadership in education and the professional world. Research gaps exist in understanding Black males' leadership self-efficacy and how traditional leadership theories fail to account for their unique challenges. As the demographic landscape shifts towards minorities becoming the majority by 2043, more research is urgently needed to address current educational and workplace diversity inadequacies that to the future societal and economic success. Stereotypes impact self-efficacy, necessitating immediate research into the leadership practices of Black males to foster inclusive educational environments. This qualitative single-case study design explored Black males' leadership self-efficacy and lived experiences among secondary principals in Central Texas. The research investigated the participants' perceptions and experiences using semi-structured interviews and focus group discussions. Semi-structured interviews allowed in-depth exploration of self-efficacy components, providing personal insights. A focus group facilitated group discussions on self-efficacy, offering diverse perspectives. The design ensured trustworthiness and authenticity, enhancing understanding of effective leadership and identifying barriers. Through thematic analysis, the study revealed meaningful insights, guiding comprehension of the phenomenon. Overall, the methodological approach facilitated a comprehensive examination of Black male leadership self-efficacy and its educational implications. The study on leadership self-efficacy among Black male secondary school principals in Central Texas explores the significance of supportive environments and targeted professional development in advancing their leadership skills. While these principals exhibit strength in specific domains, systemic barriers, and limited representation pose challenges. Addressing hiring practices and access to resources helps promote diversity and inclusion in educational leadership. By recognizing and addressing Black male principals' unique experiences and needs, educational institutions can promote more equitable leadership practices, enhancing student outcomes and fostering growth in both public education and Black male leadership across various organizations."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A steep pathway toward public education : a qualitative single-case study exploring leadership self-efficacy of Black male secondary school principals in Central Texas."]}]}],"canonical_facts":{"dc:contributor.advisor":["Dixon, Kellie M."],"dc:creator":["Williams, Ken Ray (Kenneth Ray), Jr., 1984-"],"dc:date.accessioned":["2025-08-03T02:30:11Z"],"dc:date.issued":["2024-12"],"dc:description.abstract":["The underrepresentation of Black male educators in Central Texas, comprising only 1.8% of teachers despite Black male students constituting about 7%, perpetuates challenges for future Black male leadership in education and the professional world. Research gaps exist in understanding Black males' leadership self-efficacy and how traditional leadership theories fail to account for their unique challenges. As the demographic landscape shifts towards minorities becoming the majority by 2043, more research is urgently needed to address current educational and workplace diversity inadequacies that to the future societal and economic success. Stereotypes impact self-efficacy, necessitating immediate research into the leadership practices of Black males to foster inclusive educational environments. This qualitative single-case study design explored Black males' leadership self-efficacy and lived experiences among secondary principals in Central Texas. The research investigated the participants' perceptions and experiences using semi-structured interviews and focus group discussions. Semi-structured interviews allowed in-depth exploration of self-efficacy components, providing personal insights. A focus group facilitated group discussions on self-efficacy, offering diverse perspectives. The design ensured trustworthiness and authenticity, enhancing understanding of effective leadership and identifying barriers. Through thematic analysis, the study revealed meaningful insights, guiding comprehension of the phenomenon. Overall, the methodological approach facilitated a comprehensive examination of Black male leadership self-efficacy and its educational implications. The study on leadership self-efficacy among Black male secondary school principals in Central Texas explores the significance of supportive environments and targeted professional development in advancing their leadership skills. While these principals exhibit strength in specific domains, systemic barriers, and limited representation pose challenges. Addressing hiring practices and access to resources helps promote diversity and inclusion in educational leadership. By recognizing and addressing Black male principals' unique experiences and needs, educational institutions can promote more equitable leadership practices, enhancing student outcomes and fostering growth in both public education and Black male leadership across various organizations."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/13611"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Black male educators.","Leadership self-efficacy.","Underrepresentation.","Central Texas.","Stereotypes.","Educational diversity.","Systemic barriers.","Qualitative single-case study."],"dc:title":["A steep pathway toward public education : a qualitative single-case study exploring leadership self-efficacy of Black male secondary school principals in Central Texas."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:08:23Z"}