Self-Efficacy of Novice and Experienced Special Education Teachers of English Learners
Special education teachers in California acquire advanced degrees, credentials, and authorizations to serve students with disabilities who are English language learners (SWD-ELLs), yet continue to be challenged to meet the complex instructional needs of these students. Performance on statewide tests...
Main Author: | |
---|---|
Format: | Others |
Language: | en |
Published: |
ScholarWorks
2018
|
Subjects: | |
Online Access: | https://scholarworks.waldenu.edu/dissertations/4747 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6026&context=dissertations |
id |
ndltd-waldenu.edu-oai-scholarworks.waldenu.edu-dissertations-6026 |
---|---|
record_format |
oai_dc |
spelling |
ndltd-waldenu.edu-oai-scholarworks.waldenu.edu-dissertations-60262019-10-30T01:14:34Z Self-Efficacy of Novice and Experienced Special Education Teachers of English Learners Montoya, Deborah Escalante Special education teachers in California acquire advanced degrees, credentials, and authorizations to serve students with disabilities who are English language learners (SWD-ELLs), yet continue to be challenged to meet the complex instructional needs of these students. Performance on statewide tests of achievement show continued disparities between the academic achievement of SWD, ELLs, and their non-disabled English-only speaking peers. Bandura's theory of self-efficacy was the theoretical foundation for this research study given that teachers' perceptions of their abilities across the span of their careers can directly affect the achievement of their students. To compare and examine the self-reported sense of self-efficacy of special education teachers in California who serve SWD-ELLs, a concurrent mixed methods design was used. Quantitative, Analysis of variance (ANOVA) and F-tests were utilized to determine statistical significance between the self-reported ratings of novice and experienced special education teachers (N=67) on the Teachers' Sense of Self Efficacy Scale (TSES) questionnaire. Statistically significant differences between the 2 groups of teachers were not found. Coding and thematic analysis of teachers' responses to qualitative open-ended questions resulted in teachers reports of having received some training related to teaching SWD-ELLs. Both teacher groups also expressed a desire for mentorship, in-class coaching, collaborative training with parents, and cooperative training with general education teachers, to increase their ability to meet the complex instructional needs of SWD-ELLs. Results of this study provides educational leaders with insight regarding the needs of special education teachers in California to effectively increase educational outcomes for SWD-ELLs. 2018-01-01T08:00:00Z text application/pdf https://scholarworks.waldenu.edu/dissertations/4747 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6026&context=dissertations Walden Dissertations and Doctoral Studies en ScholarWorks Educational Leadership English Learners Self-efficacy Special Education Special Education teachers Students with disabilities Education Educational Administration and Supervision Special Education Administration Special Education and Teaching |
collection |
NDLTD |
language |
en |
format |
Others
|
sources |
NDLTD |
topic |
Educational Leadership English Learners Self-efficacy Special Education Special Education teachers Students with disabilities Education Educational Administration and Supervision Special Education Administration Special Education and Teaching |
spellingShingle |
Educational Leadership English Learners Self-efficacy Special Education Special Education teachers Students with disabilities Education Educational Administration and Supervision Special Education Administration Special Education and Teaching Montoya, Deborah Escalante Self-Efficacy of Novice and Experienced Special Education Teachers of English Learners |
description |
Special education teachers in California acquire advanced degrees, credentials, and authorizations to serve students with disabilities who are English language learners (SWD-ELLs), yet continue to be challenged to meet the complex instructional needs of these students. Performance on statewide tests of achievement show continued disparities between the academic achievement of SWD, ELLs, and their non-disabled English-only speaking peers. Bandura's theory of self-efficacy was the theoretical foundation for this research study given that teachers' perceptions of their abilities across the span of their careers can directly affect the achievement of their students. To compare and examine the self-reported sense of self-efficacy of special education teachers in California who serve SWD-ELLs, a concurrent mixed methods design was used. Quantitative, Analysis of variance (ANOVA) and F-tests were utilized to determine statistical significance between the self-reported ratings of novice and experienced special education teachers (N=67) on the Teachers' Sense of Self Efficacy Scale (TSES) questionnaire. Statistically significant differences between the 2 groups of teachers were not found. Coding and thematic analysis of teachers' responses to qualitative open-ended questions resulted in teachers reports of having received some training related to teaching SWD-ELLs. Both teacher groups also expressed a desire for mentorship, in-class coaching, collaborative training with parents, and cooperative training with general education teachers, to increase their ability to meet the complex instructional needs of SWD-ELLs. Results of this study provides educational leaders with insight regarding the needs of special education teachers in California to effectively increase educational outcomes for SWD-ELLs. |
author |
Montoya, Deborah Escalante |
author_facet |
Montoya, Deborah Escalante |
author_sort |
Montoya, Deborah Escalante |
title |
Self-Efficacy of Novice and Experienced Special Education Teachers of English Learners |
title_short |
Self-Efficacy of Novice and Experienced Special Education Teachers of English Learners |
title_full |
Self-Efficacy of Novice and Experienced Special Education Teachers of English Learners |
title_fullStr |
Self-Efficacy of Novice and Experienced Special Education Teachers of English Learners |
title_full_unstemmed |
Self-Efficacy of Novice and Experienced Special Education Teachers of English Learners |
title_sort |
self-efficacy of novice and experienced special education teachers of english learners |
publisher |
ScholarWorks |
publishDate |
2018 |
url |
https://scholarworks.waldenu.edu/dissertations/4747 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6026&context=dissertations |
work_keys_str_mv |
AT montoyadeborahescalante selfefficacyofnoviceandexperiencedspecialeducationteachersofenglishlearners |
_version_ |
1719281432241635328 |