Exploring Elementary Teacher Experiences of Principal Leadership That Influence Collective Efficacy for Instructing English Learners

• In Event: Teacher Support: Efficacy, Perceptions, and New Teacher Experiences

Abstract

Large and consistent gaps between the achievement of English learners (ELs) and their native English-speaking peers suggest that U.S. schools are consistently falling short of providing equitable learning opportunities for all students. Teachers’ collective efficacy for instructing ELs (TCE-ELs) is an important area of study in terms of ensuring that students’ educational opportunities are equitable. Through in-depth interviews, teachers and principals shared experiences influencing their sense of TCE-ELs. Findings highlight the importance of school-wide structures to support collaboration and share instructional expertise. These findings have implications for ways in which educational leaders such as principals can support teachers’ development of a strong sense of TCE-ELs, which can support higher academic achievement and closing opportunity gaps for ELs.

Authors

• Charlotte DeHaven Blain, University of Virginia
  Presenting Author

• Maria Guzman Antelo, University of Virginia
  Presenting Author