Administrators' Sense of Self-Efficacy in Supervision of Teachers of English as a Second Language

Autor/inn/en	Murphy, Audrey Figueroa; Torff, Bruce
Titel	Administrators' Sense of Self-Efficacy in Supervision of Teachers of English as a Second Language
Quelle	In: Journal of International Education and Leadership, 2 (2012) 3, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-7252
Schlagwörter	Administrator Attitudes; Teacher Supervision; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Self Efficacy; Psychometrics; Regression (Statistics); Administrator Education; Principals; Administrator Surveys; Statistical Analysis + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Psychometry; Psychometrie; Regression; Regressionsanalyse; Principal; Schulleiter; Statistische Analyse
Abstract	English language learners (ELLs) are the fastest growing segment of the U.S. school population, which means schools are hiring significant numbers of new ESL (English as a Second Language) teachers. This burgeoning pool of ESL teachers must be supervised by administrative staff, and the stakes are considerably higher now that teacher-evaluation policies frequently require teachers to make the grade or lose their jobs. But most administrators' educational experiences are remote from ESL instruction; few administrators are former ESL teachers, and supervisory training routinely fails to encompass ESL pedagogy. Hence, it remains unclear whether the administrators who supervise ESL teachers feel competent to do so. It seems plausible that the increasing ESL population is causing a supervision problem in modern schools: more and more ESL teachers whom administrators feel unprepared to supervise. To test this theory, a study was conducted focused on administrators' self-efficacy beliefs in supervision of ESL teachers. We designed a new survey instrument and evaluated its psychometric characteristics with a sample of 75 administrators, with linear regression performed to explore factors that predict administrators' self-efficacy beliefs in ESL teacher supervision. Results indicate that the more ESL teachers an administrator supervises, the lower the self-efficacy the administrator reports in supervising these teachers. So the increasing quantity of ESL teachers is in fact producing a growing problem in schools, indicating an urgent need for more extensive and higher-quality training for administrators in the objectives and methods of ESL instruction. (As Provided).
Anmerkungen	Journal of International Education and Leadership. 432 Rittiman Road, San Antonio, Texas 78209. Tel: 210-519-9870; e-mail: editor@jielusa.org; Web site: http://www.jielusa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01