Unveiling the Gaps: Teacher Self-Efficacy in English Language Learner Professional Development

Abstract

This is a quantitative survey study that investigates teacher self-efficacy in collaboration with English Language Learner (ELL) professional development. The study uses quantitative data from 90 K-6 public school teachers in Alabama using survey questions. The survey gathered numerical data on teacher self-reported confidence with teaching students who are English Language Learners (ELLs) along with demographic data. By analyzing data sources, this study identified elements of professional development and other factors that impact teacher self-efficacy. Teacher self-efficacy was measured using the Teachers’ Sense of Efficacy Scale (TSES), and data was analyzed using descriptive statistics and multivariate analysis of variance (MANOVA). The diverse nature of participants in this study included educators from varied cultural and educational backgrounds. Results revealed that teachers reported the highest levels of self-efficacy in classroom management, followed by instructional strategies, and the lowest in student engagement. Most demographic variables, including years of experience, gender, and ELL-specific training, were not significantly related to self-efficacy. However, degree level had a significant effect, specifically in classroom management. In addition, the frequency of professional development, school support, and the availability of resources were not significant predictors of teacher self-efficacy. Overall, the findings suggest that teacher self-efficacy for working with ELLs is generally consistent across most variables, with degree level being the only factor showing a meaningful difference.