Abstract
This qualitative project sought to understand how 53 Family Life Educators (FLEs) in a state in the Appalachian United States identified behaviors, outcomes, and challenges. FLEs identified four behaviors they believed were essential to their roles. They also identified challenges that were perceived to negatively impact their abilities to meet their reported expectations of being a family life educator. Their behaviors, outcomes, and challenges corresponded to the National Extension Parenting Educators’ Framework. The author used grounded theory methods to analyze the interview data. The FLEs who were interviewed identified their primary identity as the Effective FLE. Challenges interrupted FLEs abilities to be effective, but when FLEs were enacting the effective FLE identity they saw positive outcomes. A primary implication is that when FLEs engage in behaviors deemed essential, positive outcomes for parents and themselves are possible. Challenges, however, interrupt that process in a negative way.
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