The Impact of Virtual Professional Development on ESL Teachers' Self-Efficacy Toward Teaching English Learners

• In Event: 66.087 - MTCC Roundtable Session 30
  In Roundtable Session: 66.087-5 - Increasing Teachers' Efficacy and Cultural Responsiveness in Teaching English Language Arts

Abstract

Despite burgeoning use of teacher virtual professional development (VPD; Author, 2015), there is limited research specifically on VPD designed for English as a second language (ESL) teachers. This study examined if participation in a VPD program could improve ESL teachers’ sense of self-efficacy toward working with English learners (ELs). A t-test and analyses of covariance (ANCOVA) were conducted with participant pre- and post-survey data (n=61). Results indicated a significant improvement in teachers’ self-efficacy toward working with ELs, after completing the program. There was no difference in teacher self-efficacy improvement among different racial/ethnic groups or by location.

Authors

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

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

• Shifang Tang, East Texas A&M University

• David Daniel Jimenez, Texas A&M University

• Rafael Lara-Alecio, Texas A&M University - College Station

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

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