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Supporting teachers and learners key factors of teacher self-efficacy with english learners in the elementary classroom John Maynard
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Maynard, John, author.
- Language:
- English
- Subjects (All):
- Education.
- Education policy.
- Educational evaluation.
- Bilingual education.
- 0515.
- 0458.
- 0443.
- 0282.
- Local Subjects:
- Education.
- Education policy.
- Educational evaluation.
- Bilingual education.
- 0515.
- 0458.
- 0443.
- 0282.
- Genre:
- Academic theses
- Physical Description:
- 1 online resource (177 pages)
- Contained In:
- Dissertations Abstracts International 87-12A
- Place of Publication:
- Ann Arbor : ProQuest Dissertations and Theses, 2026
- Language Note:
- English
- Summary:
- This mixed-methods explanatory sequential study examined factors contributing to elementary teachers' self-efficacy with English learners (ELs) in regular education classrooms. Grounded in Bandura's (1997) self-efficacy theory and Tschannen-Moran and others's (1998) teacher efficacy framework, the research investigated teachers' confidence in their instructional capabilities across three domains: classroom management, student engagement, and instructional strategies.The study was conducted across three urban Massachusetts public school districts in Greater Boston. Phase I involved quantitative data collection through an adapted 22-item Teacher Sense of Efficacy Scale (TSES) administered to 152 elementary educators (District A, n = 40; District B, n = 56; District C, n = 56) in Sheltered English Immersion (SEI) and Dual Language (DL) settings. Phase II comprised semi-structured interviews with 15 educators selected from the top and bottom 50% of survey respondents based on overall efficacy scores. Quantitative data were analyzed using ANOVA and MANOVA procedures, while qualitative data were analyzed using thematic coding.Quantitative analysis revealed no statistically significant relationship between years of experience and teacher self-efficacy in Districts A, B, and C. However, District C showed a significant multivariate effect (Roy's largest root θ = 0.195, p = .03) between primary grade (K-2), and intermediate grade teachers (3-5). Qualitative findings revealed that teachers' confidence with ELs varied based on individual experiences rather than years of experience. Teacher self-efficacy fluctuated depending on EL students' diverse language proficiencies, academic backgrounds, and prior school experiences, particularly with newcomers, Students with Limited or Interrupted Formal Education (SLIFE), and low-incident language speakers. Highly efficacious teachers implemented multiple instructional strategies including strategic scaffolding, translanguaging, targeted vocabulary instruction, and multimodal approaches to ensure ELs' access to academic content
- Notes:
- Source: Dissertations Abstracts International, Volume: 87-12, Section: A.
- Advisors: Gray, Abigail Committee members: D'Auria, John; Flores, Nelson
- Ed.D. University of Pennsylvania 2026
- Vendor supplied data
- Local Notes:
- School code: 0175
- ISBN:
- 9798252430911
- Access Restriction:
- Restricted for use by site license
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