How a Professional Development Program Impacts Teacher Empowerment and English Learners' Learning

• In Event: Professional Development as Self-Efficacy and Empowerment in Diverse Contexts

Abstract

The purpose of this study was to evaluate if our professional development program can benefit teachers’ instruction and empowerment that may positively impact learning for English learners (ELs). A total of 899 ELs in third to eight eighth grades and 96 teachers participated in this study: 497 ELs and 48 teachers in an experimental group; 402 ELs and 48 teachers in a control group. The results showed that when teachers (in an experimental group) received PD workshops in response to their needs and in collaboration with other participating teachers, their empowerment did have a positive impact on the ELs’ learning.

Authors

• Jui-Teng Li, Appalachian State University

• Hector H. Rivera, Texas A&M University - College Station

• Myrna Reyna, Texas A&M University - College Station

• Bizhu He, Texas A&M University - College Station

• Estrella Kanyenya, Texas A&M University - College Station