Exploring Relationships Among Teacher Beliefs, Motivation, and Classroom Practices: A Structural Equation Modeling Analysis

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-1 - Division K Section 8 Poster Session 3

Abstract

This study explores relationships among teachers’ self-reported beliefs, motivation, and classroom practices in teaching English Learners (EL). Structural equation modeling (SEM) was used to examine the efficacy of a survey designed to measure teachers’ beliefs, motivation, and practices before a professional development (PD) program. Survey results were verified through exploratory and confirmatory factor analyses. SEM was used to examine the relationships between teacher beliefs, motivation, and classroom practices. Results suggest the data fit the model well and that teacher beliefs significantly affect classroom pedagogy and motivation in PD. This study provides insight into how teachers position themselves entering a PD and validated the results of an instrument that could be used to chart teachers’ growth as EL teachers.

Authors

• Lisa McLachlan, Brigham Young University

• Richard R. Sudweeks, Brigham Young University

• Stefinee E. Pinnegar, Brigham Young University