Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Organizational Leadership
First Advisor
Carlos V. Guzman, Ph.D.
Second Advisor
Marilou Ryder, Ed.D.
Third Advisor
George Giokaris, Ed.D.
Abstract
Purpose: The purpose of this case study was to identify the best practices used by faculty and administrators at exemplary, rural, California high schools, with predominantly disadvantaged students, to develop self-efficacy in reaching college and career-readiness. A further purpose was to identify supports and barriers affecting student self-efficacy in stimulating expectations, interest, and choices in goals and actions toward college and career readiness.
Methodology: This case study examined the best practices for developing student self-efficacy in the top 13% of college- and career-ready, rural, socio-economically disadvantaged high schools in California. It also explored perceptions of supports and barriers to college and career readiness. The study focused on five high schools that met the research criteria from 2016 to 2019, using triangulated data from 22 artifacts and 11 surveyed participants. Bandura’s Social Cognitive Theory (1986a) provided the theoretical framework, supporting the idea that school influences can shape students' career outlook and actions (van Aalderen-Smeets & Walma van der Molen, 2018).
Findings: Examination of this case study yielded 10 major findings in influencing student self-efficacy to increase college and career readiness and the associated perceived supports and barriers that affect self-efficacy in stimulating expectations, interest, and choices in student goals and actions.
Conclusions: The study concluded that schools should focus on building student self-efficacy for college and career readiness by fostering a sense of connectedness for both parents and students. In addition, extracurricular activities, encouragement, and community involvement are key to sparking student interest, goal setting, and actions. Schools that promote experiential learning positively influence student expectations and behaviors. Next, incorporating life-career relevance into the curriculum enhances self-efficacy through contextualized learning. Furthermore, providing quality resources helps eliminate barriers to college and career readiness, while addressing learning disabilities, low study skills, and language challenges fosters personal accomplishment and empowerment. Lastly, recognizing and addressing cultural factors can significantly improve student self-efficacy and readiness for college and careers.
Recommendations: Two key recommendations emerged for use in the field of practice which includes a focus on state college and career readiness standards, as well as prioritizing linked-learning as an educational norm.
Recommended Citation
Cardona, Rudy, "Best Practices in Developing Self-Efficacy: A Case Study in Preparing Rural, Predominantly Disadvantaged, High School Students for College and Career Readiness" (2025). Dissertations. 600.
https://digitalcommons.umassglobal.edu/edd_dissertations/600
