Factors Influencing Teacher Self-Efficacy Toward Working With English Language Learners in an Online Professional Development Program

• In Event: Poster Session 12
  In Poster Session: Division K Section 8 Poster Session 1

Abstract

Despite increased use of online teacher professional development (oTPD), there is limited research on specifically on oTPD for English as a second language (ESL) and bilingual education teachers. This study examined factors (i.e., teachers’ length of teaching experience, exposure to teaching diverse students, ethnicity, gender, and native language) contributing to teacher self-efficacy toward working with English language learners (ELLs) and if an oTPD program can impact these attitudes. T-tests and analyses of variance (ANOVA) were used to analyze participant survey data (n=57). There were no significant differences based participants’ years of teaching experience, ethnicity, experience with diverse populations, and first language. A marginal statistical difference was identified between female and male participants.

Authors

• Kara Sutton-Jones, Texas A&M University - College Station

• Shifang Tang, Texas A&M University - College Station

• Elsa Villarreal, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University

• Beverly J. Irby, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station