Date of Graduation
5-2026
Document Type
Dissertation
Degree Name
Doctor of Education in Adult and Lifelong Learning (EdD)
Degree Level
Graduate
Department
Counseling, Leadership, and Research Methods
Advisor/Mentor
Grover, Kenda
Committee Member
Avery, Celeste
Second Committee Member
Paape, Johnathon
Keywords
Black studies [0325]; Social psychology [0451]; Teacher education [0530]
Abstract
This quantitative study examines the relationship between life coaching and self-efficacy in personal goal setting among Black educators in Arkansas, with gender explored as a moderating variable. Self-efficacy, grounded in Bandura’s (1997) social cognitive theory, is a central determinant of motivation and goal-directed behavior, influencing persistence, effort, and adaptive strategies. Although life coaching has gained recognition as a professional developmental practice, empirical research remains limited regarding its psychological effects within educator populations and its differential impact across demographic groups (Grant, 2014; Theeboom et al., 2014). This gap is particularly significant for Black educators, who experience disproportionate workforce stress and retention challenges within educational systems (Benson et al., 2021; Lee & Thomas, 2024). Using a cross-sectional regression design, the study employs the New General Self-Efficacy Scale (NGSE) to measure self-efficacy and a demographic questionnaire to capture coaching participation, gender, age, education, and socioeconomic status. Multiple regression analysis tests whether participation in life coaching predicts higher self-efficacy while examining the moderating role of gender. Findings aim to clarify how coaching functions as a psychological resource within marginalized professional contexts and contribute empirical evidence to the coaching and adult learning literature (Schunk & DiBenedetto, 2016). The results have practical implications for educators, coaches, and organizational leaders seeking equitable, evidence-based professional development strategies. By centering Black educators, the study advances understanding of inclusive coaching practices and extends theoretical applications of self-efficacy within equity-focused workforce development.
Citation
Jackson, V. C. (2026). The Impact of Life Coaching on Self-Efficacy in Personal Goal Setting Among Black Educators in Arkansas. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/6108
