Examining Carnegie Project on the Education Doctorate Program Influences on EdD Students' Identities as Educational Leaders and Educational Researchers 2

• In Event: Educational Doctoral Program Revisited

Abstract

We explored students’ identity development as educational leaders and educational researchers in an Education Doctorate (EdD) program. Moreover, we extended earlier work by studying more closely, how possible selves (PS) theory and self-efficacy might account for development of these identities. Results showed end-of-first-year students increased their identities as educational leaders and researchers. Notably, as demonstrated in the regression analyses, we were able to account for the year-end leader and researcher identity scores by using possible selves conceptualizations and leader and researcher knowledge and self-efficacy scores, which allow us to explore mechanisms related to leader and researcher identities. Implications for using provisional selves and self-efficacy to foster student and program facilitation of identity development will be discussed in the larger paper.

Author

• Ray R. Buss, Arizona State University