Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Jessica Fuda-Daddio

Abstract

The English Language Learner (ELL) population continues to steadily grow. While most research focuses on preservice or novice teachers’ perceptions of their preparedness to instruct ELLs, there have been very limited studies focusing on veteran elementary teachers. The purpose of this qualitative multicase study was to explore veteran elementary teachers’ perceptions of their preparedness to teach ELLs literacy. This study was grounded in the conceptual framework of Bandura’s self-efficacy theory. Purposeful sampling was used to select nine veteran elementary classroom teachers to share their perceptions through in-depth, semistructured interviews. Study participants were kindergarten, first, and second grade teachers. Data were coded to determine categories and themes. The findings revealed that teachers were confident in their ability to teach ELLs in the classroom and that teachers’ perceptions play a key role in creating a student-centered learning environment. Five themes emerged that aligned to the research questions: (a) Professional Development Increases Teacher Expertise and Confidence, (b) Teacher Support Leads to Better Classroom Instruction, (c) Instructional Models and Curricular Resources Provide a Clear Learning Path for all Students, (d) Classroom Environment is a Key Factor in Student Success, and (e) Student-Centered Learning Helps Meet Students’ Learning Goals. Possible results may be achieved through increased student learning and academic achievement. This study may precipitate the implementation of enriched teacher professional development programs and professional development practices, improved preservice teacher training programs, revision of curriculum mapping, and selection of appropriate instructional resources.

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