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

• Main Author: Rios-Burke, Michelle
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2022
• Subjects: Bilingual education; Educational leadership; Elementary education
• ISBN: 9798759961260

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.