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Elementary Bilingual Education Teachers' Self-Efficacy in Teaching English Language Learners: A Qualitative Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Elementary Bilingual Education Teachers' Self-Efficacy in Teaching English Language Learners: A Qualitative Case Study./
Author:	Garza, Janelly Lizeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	127 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28964461
ISBN:	9798790664465

Elementary Bilingual Education Teachers' Self-Efficacy in Teaching English Language Learners: A Qualitative Case Study.
Garza, Janelly Lizeth.

Elementary Bilingual Education Teachers' Self-Efficacy in Teaching English Language Learners: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 127 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--Northcentral University, 2022.

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

With the increased number of Hispanic English language learners (ELLs) enrolled in U.S schools, there has been a need to prepare elementary bilingual education teachers with knowledge of content and language objectives to better serve the language proficiency needs of Hispanic ELLs. The purpose of this study was to explore the perspectives and experiences of elementary bilingual education teachers regarding their perceived lack of preparedness. The study's theoretical framework consisted of Vygotsky's (1978) sociocultural theory, which infers that learning occurs in social contexts and knowledge is transmitted based on cultural influences. Also framing this study was Bandura's (1986) social cognitive theory, which infers that an individual's behaviors reflect their self-efficacy to accomplish tasks. A qualitative descriptive case study design was selected to explore the experiences of 14 participants from four school districts located in the Rio Grande Valley. Data collection methods included 14 virtual structured interviews and one virtual focus group session. Data was analyzed through open coding and thematic analysis method. The findings revealed that teacher beliefs about their preparedness to teach ELLs impacted their instructional decisions based on sociocultural factors. The nine themes identified were: (a) teachers' beliefs about their preparedness, (b) instructional changes during instruction, (c) passion for teaching impacts preparedness, (d) shared cultural and linguistic backgrounds resemble preparedness, (e) strategies teachers use to prepare themselves, (f) students cultural and linguistic backgrounds impact instruction, (g) data drives instructional decisions, (h) teachers use of instructional strategies for ELLs, and (i) creating comfortable learning environments for "shy kids." The implications suggest the need to explore how innovative professional development can influence teachers' beliefs, instructional decisions and ELLs academic achievement.

ISBN: 9798790664465Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Elementary bilingual education Teachers

Elementary Bilingual Education Teachers' Self-Efficacy in Teaching English Language Learners: A Qualitative Case Study.
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