School Leaders' Efficacies and Their Impact on English Learners' Language Growth

• In Event: 15.060 - MTCC Roundtable Session One
  In Roundtable Session: 15.060-3 - Teaching and Leading for Diverse Learning

Abstract

Leaders’ efficacies at all levels (central office, school, and classroom) are instrumental for English learners' (ELs) academic success. This mixed method study looked at the differences among school leaders’ efficacies according to (a) years of experience with bilingual/ESL classrooms and (b) amount of hours on the English language proficiency standards (ELPS) training. Leader efficacy data from 150 leaders in a large urban school district in Texas and face-to-face interviews captured leaders’ perceptions on the implementation of the ELPS and the state English language assessment. Results indicated that leaders’ hours of training, their efficacy and students’ English language progress related. Recommendations are applicable to any school district where the goal is to develop leaders that in turn add to ELs' social capital.

Authors

• Pilar Moreno-Recio, Goose Creek Consolidated Independent School District

• Antonio Corrales, University of Houston - Clear Lake

• Renee Lastrapes, University of Houston - Clear Lake

• Amy Orange, University of Houston - Clear Lake