Teachers’ perceptions of effective school-wide programs and strategies for English language learners
Tóm tắt
Data suggest that teachers lack confidence in teaching English language learners (ELLs). Teachers’ perceived shortcomings have been identified but little is known about why these perceptions exist or how they might be associated with broader measures of efficacy. We surveyed 578 Californian teachers of ELLs to explore the relations among teachers’ perceptions of ELL strategies and school programs, teachers’ ratings of collective efficacy in meeting all students’ needs, and the general school climate. Descriptive data and two multiple regression analyses suggest two primary findings: teachers’ perceived collective efficacy for English language development (ELD) instruction was higher than their individual efficacy (relative to previous studies), and measures of general school-wide collective efficacy when associated with perceived strength of ELD practices and programs. These results suggest that school-wide reforms designed to improve ELL instruction might yield greater collective efficacy. Policies that could enhance teachers’ perceived ELD efficacy are discussed.
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