English Learner Program Director and Teacher Self-Efficacy in Serving English Learners With Dual Eligibility

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Abstract

This exploratory, descriptive study examined the self-efficacy of English Learner (EL) program directors and EL teachers in meeting the diverse needs of students who receive both special education (SPED) and EL services. Participants in the study included EL program directors and EL teachers from six central Texas school districts. Vanatta and Fordham’s (2004) Teacher Attribute Survey was utilized to provide insight into EL program director and teacher confidence in serving students with dual eligibility.

Authors

• Stephanie Atchley, Tarleton State University

• James E. Gentry, Tarleton State University

• Juanita M. Reyes, Tarleton State University

• Jennifer Philips, JP Education Services, LLC