Impact of a Virtual Professional Development Program on ESL Teachers' Sense of Self-Efficacy

• In Event: Educators' Self-Efficacy

Abstract

With English learner (EL) populations growing in U.S. schools, the need to support teachers’ professional development has become essential in bilingual and English as a second language (ESL) education. A six-week virtual professional development (VPD) program was created to prepare Texas in-service teachers to work with ELs and receive their ESL certification. In this study, we examined if participation in the VPD course could improve teachers’ sense of self-efficacy toward working with ELs. A t-test and analyses of covariance (ANCOVA) were conducted with participant pre- and post-survey data (n=179). Results indicated a significant improvement in teachers’ self-efficacy toward working with ELs, after completing the program. There was no difference in self-efficacy improvement among different racial/ethnic groups or by location.

Authors

• David Daniel Jimenez, Texas A&M University - College Station

• Valerie Choron, Texas A&M University - College Station

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

• Yessenia Gamez, Texas A&M University - College Station

• Mayra Danielle Vargas, Texas A&M University - College Station

• 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