Supporting Indigenous Teachers in Native American Catholic Schools: Examining Educators’ Self-Efficacy through Grow-Your-Own Teacher Education

• In Event: Parochialism in Catholic Education Pipelines, Recruitment, and Retention: Interrogating and Repairing Social Capital That Marginalizes

Abstract

Grow-Your-Own (GYO) programs are one of the most successful approaches to teacher education in rural communities, particularly for Indigenous educators (Gist, 2019; Adams & Farnsworth, 2020). Despite the prominence of GYO programs in rural, Indigenous communities, most research focuses on urban GYO programs (Curtin, 2018), and there is limited research on GYO programs in faith-based settings. In response, this paper examines the impact of GYO approaches with Indigenous educators through examining GYO program participants’ perceived self-efficacy (Bandura 1977; 1997). Prior research suggests that teachers with lower self-efficacy demonstrate lower instructional quality (Holzberger et al., 2013) and burn out more quickly (Aloe et al., 2014); conversely, greater teacher self-efficacy yields higher student achievement (Ross, 1992). Given the correlations between self-efficacy and outcomes, studies focus on self-efficacy as a lynchpin for teacher education program success (Marschall, 2022), particularly because novice teachers tend to have lower levels of self-efficacy when compared to experienced teachers (Torabzadeh & Hashamdar, 2022).

This paper examines the experiences of in-service Indigenous educators in Native American Catholic schools completing their bachelor’s degrees and teaching certifications in a GYO program through the following questions:

How do participants describe changes in their self-efficacy as educators through the GYO program?
To what aspects of the GYO program do participants attribute their perceived changes in self-efficacy?

This paper centers the experiences of Indigenous educators in Native American Catholic schools by employing qualitative narrative inquiry, drawing on data from interviews and a focus group among all participants (n = 5). Educators describe significant growth in their self-efficacy through the program. They also emphasize the personal and professional importance of gaining this credential as a formal recognition of the knowledge they bring to their students every day. Educators also discuss how the GYO program’s funding and flexibility through in-person and remote learning allow them to be able to complete the program while continuing to serve in their home communities and balancing personal obligations. While many educators bring up the intense rigor of the GYO program, they discuss how the holistic supports built into the program allow them to reach that standard. Educators identify the community of fellows serving in Native American Catholic schools as essential for their support and formation in the program, discussing the importance of working with other educators integrating Native cultures, languages, and histories into their teaching in similar school settings. They also discuss other elements which support their development, including their family support systems, pastoral support from GYO program staff, academic scaffolds, and responsive instructors.

Amidst broader discussions about the role of the Catholic Church in truth and healing efforts from the Native American boarding school era (Black Elk, 2022), this study offers insights on how the Catholic Church can work more equitably with Indigenous communities through supporting Indigenous teacher formation in Native American Catholic schools. The perspectives of the Indigenous educators in this study also offer important considerations for Catholic institutions striving to support BIPOC teachers through their teacher education programs and teaching careers.

References provided in full proposal submission.

Author

• Katherine M. Ward, Michigan State University