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An Action Research Project Analyzing Self-Efficacy Competence of African American Native English Speakers (Ness) Teaching in a Foreign Placement

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An Action Research Project Analyzing Self-Efficacy Competence of African American Native English Speakers (Ness) Teaching in a Foreign Placement COMMUNICATE GLOBALLY, TEACH LOCALLY: AN ACTION RESEARCH PROJECT ANALYZING SELF-EFFICACY COMPETENCE OF AFRICAN AMERICAN NATIVE ENGLISH SPEAKERS (NESS) TEACHING IN A FOREIGN PLACEMENT A Doctoral Dissertation Presented by Wayne Erwin Brown to The Graduate School of Education In Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the field of Education College of Professional Studies Northeastern University Boston, Massachusetts (March 2018) 1 ABSTRACT Communicate Globally, Teach Locally observers that the English language has evolved to be the predominant language of business and for communication globally, which allows thousands of NESs to go abroad and work as English teachers in foreign countries. This study assessed how self-efficacy competence of the African American NESs teaching in a foreign placement is evaluated through a quantitative action research approach. For African Americans NESs teaching in foreign placements, higher levels of self-efficacy increases their ability to visualize their abroad experience with success and goal achievement. This study used three frameworks: (1) Self-Efficacy Theory, (2) Afrocentricity, and (3) African American Identification. The researcher sought to present an effective self-efficacy competence survey assessment tool, The WEB International “African American English Teacher Self-Efficacy Questionnaire,” intended to help African American NESs teaching in a foreign placement to cope with Black identity issues when interacting with others. Accordingly, this study’s research question is as follows: Does self-efficacy influence African American NESs to teach in a foreign placement? In this context, the research question serves to review the identity of teachers both racially and culturally in relation to their foreign placement. The null hypothesis was rejected and the alternative hypothesis was accepted. Self-Efficacy did influence African American NESs to teach in a foreign placement. The research question is answered through quantitative methodology of the survey assessment tool, The WEB International “African American English Teacher Self-Efficacy Questionnaire.” Descriptive statistics, frequency percentages displayed in tables, and graph charts shown in figures were used to present the questionnaire data. Data was collected from a total of 136 respondents. The results from respondents indicate a high degree of self-efficacy competence as found in each psychological processes pertaining to cognitive, 2 motivational, affective, and selection of self-efficacy affecting human functioning. The findings from the inquiry offer future research into pre-service cultural training, self-efficacy development, qualitative research, and job placement assistance. Key words: African Americans, Black (Americans), Foreign Placement, Native English Speaker (NES), Self-Efficacy 3 DEDICATION This dissertation is dedicated to my family of ancestors and descendants. To my parents, you were my primary teachers that instilled in me the importance of higher education. The lesson I learned from not being able to play outside until I finished my schoolwork was that academic achievement opens the door to a world of fun, interesting, explorative, and rewarding options. To my brothers, as the youngest with three older male siblings, I learned from your triumphs and mistakes, which gave me a common sense and wisdom understanding about life, a trait recognized by my peers. To my grandparents and ancestors, due to your procreation, perseverance from struggle, and providing more opportunities to your offspring, your efforts allow me to achieve all of my educational goals while being a global traveler. To African American fellow global educators and travelers, the world is the classroom and we are both students and teachers. To my descendants, as I have achieved my educational and life goals, you too will achieve your goals and make your own success by applying the power of knowledge. 4 ACKNOWLEDGEMENTS I would like to extend my gratitude to the Creator for enabling me to discover the God- force within me, empowering me with energy, resource, and determination to complete my Doctor of Education in Organizational Leadership. This study is possible due to the support of many people that encouraged and assisted me to achieve my goal. I would like to thank my father, Floyd W. Brown, Sr., who continuously made clear examples of career and social activity benefits available upon completion of my doctorate. My mother, Carolyn R. Brown, I am grateful for her continuously being prayerfully supportive of my educational endeavors. Many thanks to my siblings, Floyd Brown, Reginald Brown, and Jeff Brown, as they have always encouraged me to achieve my educational goals. I am thankful to my wife, Azusa Iguchi, MD, for being understanding and supportive along my doctoral pursuit. My children, Maya Brown and Ayana Brown, born during doctoral journey have enriched my experience. My extended family has given me support throughout my educational pursuits. I am grateful to my uncle, Hardy Brown, Sr., for the conversations we had concerning the importance of taking advantage of higher education opportunities. My aunt, Cheryl Brown, gave me supportive acknowledgement during her tenure as Assemblywoman of the California State Assembly from the 47th district. I appreciate my cousin, Paulette Brown-Hinds, Ph.D., for her being the first in our family to earn a doctorate. Many thanks to my cousin, Hardy Brown II, for being an awesome networker that introduced me to numerous Doctors of Education and educators that I could connect with for their resource. Many friends have influenced me to achieve my educational goals. My friend, Daniel E. 5 Mitchell, Ph.D., has been an asset my doctoral body of knowledge since our introduction in Kemet (Egypt), where our discussions sparked great thought while touring the Nile Valley Civilization of Antiquity. Special thanks to my friend and mentor, Gerald Roberts Weatherspoon, Ph.D., who has always supported my higher learning pursuits, particularly summarized by his coined poem, “Deep ain’t deep if it don’t make a dent.” My San Diego village elder, Shirley Weber, Ph.D., has devoutly inspired me to achieve educationally, and support me to remain dedicated to my doctoral coursework while I held the position of Field Representative for her incumbency as Assemblywoman of the California State Assembly from the 79th district. I am grateful to Tarsha Reid for her encouraging words, especially from the start of my doctoral program. Sheneal Parker has been a supportive friend since my Northeastern University residency, and a colleague of resourceful communication throughout our independent doctoral studies. S. Becky Beltran Barrientos has been a dear friend and confidant of emotional encouragement for me to complete my doctorate. BriAnna Wilkins-Thomas has been a continual supporter since spending our long hours of study at The Living Room Café. Several fellow Northeastern University doctorate colleagues have assisted me in our collaborative efforts along the doctoral journey. In particular, Alfred Griswold, Malisa Komolthiti, Ed.D., Stephanie Dennis, Ed.D., Thomas Sanders, Ed.D., Allen Gonzales, and Jon DeMarco, Ed.D. Lastly, I am extremely appreciative to all of the participants in this study for taking the time to complete the questionnaire. I would like to thank my advisor, Kristal Clemons, Ph.D., and other doctoral thesis committee members, Lynda Beltz, Ph.D. and Sharonica Johnson, Ph.D., who supported me with this doctoral endeavor. 6 VITA December 21, 1971 Born—San Bernardino, California, USA 1991 High School Diploma Samuel F. B. Morse High School San Diego, California, USA 1992–1993 Student Teacher for “Vision” Program Grant Union High School, Sacramento in partnership with University of California, Davis Davis, California, USA 1995 “Teaching for the 21st Century” Summer Course Cornell University Ithaca, New York, USA 1996 Education Abroad Program Intensive Spanish Language & Cultural Diaspora University of California, Davis in partnership with UNAM University Taxco, Mexico 1998 B.A. African American & African Studies B.A. Rhetoric & Communications University of California, Davis Davis, California, USA 1998 Multiple Subject Teaching Credential California Basic Educational Skills Test (CBEST) San Diego, California, USA 1998–1999 Teacher of English (ALT) The Japan Exchange and Teaching (JET) Programme Kokubunji Town, Kagawa, Japan 2000–2001 Teacher of English (EFL) Nagoya News Academy Nagoya, Japan 2000–2007 Instructor of Business English Panasonic, Toyota, Mitsubishi, Sony, Aisin Seiki, & Casio Nagoya / Tokyo, Japan 2001–2002 Instructor of English Doho University Nagoya, Japan 2003 Substitute Teacher of Multiple Subjects San Diego Unified School District 7 San Diego, California, USA 2004–2007 Teacher of English (AET) Tokorozawa Municipal Board of Education Tokorozawa, Saitama, Japan 2005 Author & Publisher Black Samurai (an autobiography) WEB International Publishing San Diego, California, USA 2007 M.B.A. International Business Baker College Graduate Studies Flint, Michigan, USA 2008–2011 Trainer of English (EAL) Centre for British Teachers for Education in partnership with the Abu Dhabi Education Council Abu Dhabi, United Arab Emirates 2009 TESOL Certificate International TESOL Teacher Training London, England, United Kingdom 2011–2018 President & Dean of Instruction (ESL & EFL Programs) WEB International Institute San Diego, California, USA 2013 Teacher of English (ESL) Language
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