Northeastern Educational Research Association: The Impact of Teachers' Self-Efficacy Beliefs and Instructional Practices for English Language Learners

• In Event: Consortium of State and Regional Educational Research Associations Distinguished Paper Session 1

Abstract

This mixed-methods study examined the impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners (ELLs). First, quantitative data were gathered from 126 K-12 Connecticut educators using a (a) demographic survey; (b) teachers’ self-efficacy survey and (c) classroom strategy scale. A stepwise multilinear regression procedure determined that (a) academic performance feedback, (b) efficacy in student engagement, (c) student-directed instruction, and (d) direct instruction significantly correlated with adaptive instruction. Second, qualitative data were obtained from ten of the educators with the highest self-efficacy and strategy use, and specific strategies were identified. The triangulated results revealed that when leadership provided professional learning, an inclusive curriculum, and collaborative time, it positively impacted teachers’ self-efficacy to instruct English Language Learners.
Keywords: English Language Learners, teachers’ self-efficacy, strategy instruction

Authors

• Pauline E. Goolkasian, Western Connecticut State University
  Presenting Author

• Marcia A. B. Delcourt, Western Connecticut State University
  Presenting Author

• Anne M. Heath, Western Connecticut State University
  Presenting Author