“Haciendo La Lucha” Analysis on Texas Elementary Bilingual Spanish Teachers’ Language Self-Efficacy: Educator’s Own Evaluations and Perceptions of Their Own Spanish

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Bilingual Teacher Identity, Agency, and Professional Development

Abstract

This mixed methods study examines Spanish language self-efficacy among bilingual elementary teachers in Texas. Using an explanatory-sequential design, survey data from 413 teachers revealed statistically significant differences in self-efficacy based on certification route and bilingual program type. The qualitative phase involved testimonios from eight participants, highlighting themes such as language identity, preparation, resilience, and access to resources. Findings underscore the role of supports, culturally affirming environments, and targeted language preparation in shaping teacher confidence. The integrated results reveal that teacher self-efficacy is not solely based on individual proficiency but is deeply influenced by institutional expectations and available resources. The study calls for reforms in teacher preparation and bilingual program implementation to support equitable, effective instruction for Emergent Bilingual students.

Author

• Citlaly Rivas, Irving Independent School District