This mixed-methods dissertation research examines the supports available to general educators of English language learners (ELLs) in U.S. public elementary schools. A total of 581 general educators participated in survey research which queried the types and amounts of supports provided to them and how the amount of supports influences their efficacy beliefs related to meeting the needs of their ELLs. Supportiveness was analyzed by categorizing survey questions according to five dimensions described by Elfers, Lucero, Stritikus, and Knapp (2013) which include “support for professional learning, specialized staff support, access to appropriate instructional resources, collective focus on ELL-related issues and collegial community, and school and district leadership” (p. 163). Significant findings showed that the amount of supports offered to teachers in each of the five dimensions (Elfers et al., 2013) correlates with higher self-efficacy. The highest mean scores were in Dimension 1: Curriculum and Resources (M=2.98) and Dimension 2: Collegial School Community (M=2.95), while the lowest mean score was in Dimension 4: Professional Development (M=2.55) with over 50% of teachers stating that they did not receive adequate support in this area. Statistical comparison of the supports provided to educators across demographic regions using one-way ANOVA revealed that significantly less supports are offered to teachers in rural districts when compared to general educators in urban and suburban locales.
|Advisor:||de Kleine, Christa|
|Commitee:||Fenster, Mark J., Connor, Bridget|
|School:||Notre Dame of Maryland University|
|Department:||Department of Education|
|School Location:||United States -- Maryland|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, English as a Second Language|
|Keywords:||English as a second language, English language learner, General education teachers, Professional development, School leadership, Teacher supports|
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