The Impact of Teachers’ Professional Development in the Classroom Learning Environment of English Learners

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Meta-Analysis in Teacher Education and Professional Learning (Table 33)

Abstract

This study examined the effect of a professional development (PD) intervention on teachers’ knowledge and skills of teaching practice for English learners (ELs) and its impact on EL students’ self-efficacy in learning and academic performance. The sample consisted of 43 classroom teachers (21 treatment teachers; 22 control teachers) and 430 ELs (3rd – 5th grades; 210 treatment ELs; 220 control ELs) in eight elementary schools. Overall, our findings show that ELs’ self-efficacy mediates the relationship between: (a) teachers’ knowledge of teaching practice and ELs’ academic performance, and (b) teachers’ skills of teaching practice and ELs’ academic performance. These findings point to the importance of our PD program and its positive impact on teachers’ professional growth and ELs’ non-cognitive and academic outcomes.

Authors

• Hector H. Rivera, Texas A&M University

• Jui-Teng Li, Appalachian State University

• Huan Meng, Texas A&M University