The Impact of Teacher Self-Efficacy Beliefs and Instructional Practices for English Language Learners: A Mixed Methods Approach

Autor/in	Heath, Anne M.
Titel	The Impact of Teacher Self-Efficacy Beliefs and Instructional Practices for English Language Learners: A Mixed Methods Approach
Quelle	(2022), (332 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Western Connecticut State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9985-6
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Teacher Attitudes; Teaching Methods; English Language Learners; English (Second Language); Second Language Instruction; Learner Engagement; Classroom Techniques; Elementary School Teachers; Secondary School Teachers; Feedback (Response); Academic Achievement; Connecticut + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulleistung
Abstract	This mixed-methods study examined the 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01