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Elementary School Teacher Perceptions of Their Self-Efficacy and Preparedness in Teaching Multilingual Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Elementary School Teacher Perceptions of Their Self-Efficacy and Preparedness in Teaching Multilingual Learners./
Author:	Rios-Burke, Michelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	170 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28868055
ISBN:	9798759961260

Elementary School Teacher Perceptions of Their Self-Efficacy and Preparedness in Teaching Multilingual Learners.
Rios-Burke, Michelle.

Elementary School Teacher Perceptions of Their Self-Efficacy and Preparedness in Teaching Multilingual Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 170 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ed.D.)--Manhattanville College, 2022.

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

Schools have seen a huge increase in the number of multilingual learners (MLLs) in the last decade. This study aimed to understand the perceptions of K-5 teachers' self-efficacy in their preparedness working with multilingual learners in a suburban school in an suburban county in eastern New York. This qualitative study also examined how teachers perceived their professional development and whether it supported their self-efficacy. A survey instrument for self-efficacy was used and was followed up with semi-structured interviews. The survey asked respondents to indicate their experience working with MLLs, and how prepared and effective they perceived their instructional practice and professional development. This study found K-5 teachers only felt somewhat effective in teaching MLLs. Teachers were found to feel less effective regardless of years of experience. Teachers also had less self-efficacy in instructional components than in student engagement. Although teachers felt professional development was a source of support, they did not perceive professional development as impactful in their work with MLLs, nor did they feel it reinforced their sense of self-efficacy. Most teachers received between 1-5 professional development opportunities in the topic of MLLs over the course of 2 years, supporting why teachers did not feel professional development had provided the foundation they needed to feel effective in their work.

ISBN: 9798759961260Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Elementary teachers

Elementary School Teacher Perceptions of Their Self-Efficacy and Preparedness in Teaching Multilingual Learners.
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