Understanding Teachers' Self-Efficacy for Teaching English Language Learners

• In Event: 45.093 - MTCC Roundtable Session 18
  In Roundtable Session: 45.093-1 - I Know I Can: Exploring Teachers' Self-Efficacy

Abstract

All teachers are accountable to ensure every student has equitable access to academic content. However, teachers may not believe they are capable of supporting the academic needs of students who may be linguistically different from themselves, such as English language learners. In this paper, I reviewed the empirical literature on teachers’ self-efficacy for teaching English language learners to better understand teachers’ perceptions of their competence for teaching these students. I found that measurement of teachers’ self-efficacy for teaching English language learners is diverse, sources of teachers’ self-efficacy for teaching English language learners vary, and multiple variables are associated with teachers’ self-efficacy for teaching English language learners. Significance of findings is addressed.

Author

• Kit Marie Saizdelamora, Montclair State University