Professional Development Engagement and Self-Efficacy of STEM Teachers of English Learners: A Hierarchical Linear Modeling Research Study

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Teachers' Perceptions and Beliefs for Working With English Learners: Research Across Educational Settings (Table 12)

Abstract

Hierarchical linear modeling analysis was conducted using the TALIS 2018 dataset, which comprised 1,202 middle school STEM teachers of English learners (ELs) in the United States. The findings indicated that teacher professional development (PD) programs offered comparable opportunities for STEM teachers to enhance their content and pedagogy knowledge, but they might not receive sufficient PD training specifically focused on teaching in culturally and linguistically diverse schools. We also found that PD engagement in teaching for diversity had a significant impact on the relationship between the proportion of ELs in a school and STEM teachers' efficacy. These results contribute to understanding how to effectively enhance the skills of STEM teachers through PD training in culturally and linguistically diverse environments.

Authors

• Xuan Zhou, Texas State University

• Yolanda N. Padron, Texas A&M University

• Eunkyeng Baek, Texas A&M University

• Hersh C. Waxman, Texas A&M University

• Sandra T. Acosta, Texas A&M University