The Impact of Teachers’ Self-Efficacy and Instructional Practices for English Language Learners: A Mixed Methods Approach
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Authors
Heath, Anne
Issue Date
2022-02-22
Item Type
Dissertation
Language
Keyword
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education , Research Subject Categories::SOCIAL SCIENCES
Alternative Title
Abstract
This mixed-methods study examinedthe impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners(ELLs). The researcher utilized an integrated mixed-methods design. Quantitative and qualitative data were sequentially collected, concurrently analyzed, and triangulated. First, quantitative data were gathered with Research Question 1:To what extent and in what manner do teachers’ self-efficacy (efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management), and instructional strategies (student-directed instruction, direct instruction, promotion of student thinking, and academic performance feedback) predict teachers’ adaptive instruction in K-12 classrooms that include ELLs? A sample of 126 experienced K-12 Connecticut educators completed (a) a demographic survey, (b) a teachers’ self-efficacy survey and (c) a classroom strategy scale. A stepwise multilinear regression procedure determined that (a) academic performance feedback, (b) efficacy in student engagement,(c) student-directed instruction, and (d) direct instruction significantly correlated with adaptive instruction. Second, qualitative data were obtained from ten participants (from the quantitative sample),who self-rated as having high self-efficacy and classroom strategy use.Research Question 2 inquired:For K-12 teachers with high self-efficacy and frequent usage of a variety of instructional strategies, how are these strategies used to support English Language Learners? Specific strategies and adaptive instruction using a culturally relevant pedagogy, technology, and appropriate feedback were identified. The triangulated results revealed that when leadership provided professional learning, an inclusive curriculum, and collaborative time, it positively impacted teachers’ self-efficacy to instruct English Language Learners.