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Teachers' Perceptions of Their Self-...

Rya, Jean.

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Teachers' Perceptions of Their Self-Efficacy and Multicultural Competence in Working with English Language Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perceptions of Their Self-Efficacy and Multicultural Competence in Working with English Language Learners./
Author:	Rya, Jean.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	110 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
Contained By:	Dissertations Abstracts International80-09A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13807025
ISBN:	9780438954960

Teachers' Perceptions of Their Self-Efficacy and Multicultural Competence in Working with English Language Learners.
Rya, Jean.

Teachers' Perceptions of Their Self-Efficacy and Multicultural Competence in Working with English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 110 p.

Source: Dissertations Abstracts International, Volume: 80-09, Section: A.

Thesis (Ph.D.)--Keiser University, 2019.

This item must not be sold to any third party vendors.

This quantitative study was conducted to investigate the association between teachers' self-efficacy and multicultural competence. One of the main purposes was to examine whether multicultural competence and self-efficacy differs between mainstream and English language learner (ELL) trained teachers and to examine the relationships between multicultural competence and self-efficacy and demographic factors such as age, ethnicity-racial background, gender, educational level, years of teaching experience, and the primary languages of the teachers, grade taught, the style of English as second language (ESL) or ELL instruction, and bilingual instruction. Measures included the Teacher Multicultural Attitude Survey (TMAS) and Teacher Self-Efficacy Scale (TSES). The investigation was conducted online among teachers (No = 75). The results revealed that multicultural attitude was significantly correlated with teacher self-efficacy among teacher participants. Thus, the results suggested that the higher teacher multicultural attitude, the higher teacher self-efficacy. Also, the results demonstrated there was a statistical difference between males and females, thus suggesting that females have higher teacher self-efficacy than do males.

ISBN: 9780438954960Subjects--Topical Terms:

3423938
English as a Second Language.

Teachers' Perceptions of Their Self-Efficacy and Multicultural Competence in Working with English Language Learners.
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520 $a This quantitative study was conducted to investigate the association between teachers' self-efficacy and multicultural competence. One of the main purposes was to examine whether multicultural competence and self-efficacy differs between mainstream and English language learner (ELL) trained teachers and to examine the relationships between multicultural competence and self-efficacy and demographic factors such as age, ethnicity-racial background, gender, educational level, years of teaching experience, and the primary languages of the teachers, grade taught, the style of English as second language (ESL) or ELL instruction, and bilingual instruction. Measures included the Teacher Multicultural Attitude Survey (TMAS) and Teacher Self-Efficacy Scale (TSES). The investigation was conducted online among teachers (No = 75). The results revealed that multicultural attitude was significantly correlated with teacher self-efficacy among teacher participants. Thus, the results suggested that the higher teacher multicultural attitude, the higher teacher self-efficacy. Also, the results demonstrated there was a statistical difference between males and females, thus suggesting that females have higher teacher self-efficacy than do males.
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