Secondary teachers' self-efficacy and years of teaching experience with emergent bilingual students at a southern United States intermediate school : a quantitative study.

Secondary teachers with fluctuating levels of self-efficacy contribute to the opportunity gap for emergent bilingual (EB) students in secondary public schools. These fluctuating levels can occur throughout teachers’ careers, with some teachers not feeling adequately prepared or confident to meet the needs of EB students. This study employed Siwatu’s (2007) culturally responsive teaching self-efficacy model, which emphasizes teachers’ confidence in implementing culturally responsive practices and designing relevant curricula and instruction, to investigate how teachers’ self-efficacy influences their instructional practices and their ability to support EB students based on their years of experience. To investigate the relationship between self-efficacy and years of teaching experience, this study utilized a quantitative, non-experimental cross-sectional survey, the Culturally Responsive Teaching Self-Efficacy (CRTSE) survey. This instrument collected data on teachers’ self-efficacy levels based on 29 questions and their years of teaching experience instructing EB students. The results of this study underscore the need for targeted professional development to support teachers in working with EB students. An independent samples t-test did not reveal a statistically significant relationship between novice teachers (those with 10 years or less of experience) and teachers with 11 years or more of experience. However, a simple linear regression analysis revealed statistical significance, with years of teaching experience predicting scores on the CRTSE. The simple linear regression analysis revealed that years of teaching experience account for 29% of the variance in self-efficacy, highlighting the importance of supporting teachers at various stages of their careers to ensure equitable and inclusive education for all students. Specifically, the study yielded two insights: first, targeted professional development and support can enhance the self-efficacy of secondary teachers instructing EB students, and second, these results can inform educational practices and policies aimed at improving instructional strategies and outcomes for EB students by strengthening teachers’ self-efficacy. These results reinforce the urgency of investing in research on the relationship between self-efficacy and years of teaching experience, as well as the direct impact of self-efficacy levels on student achievement.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2025

Author dc:creator

• Bevan, Kristin, 1972-

Advisor dc:contributor.advisor

• Vaughn, Shelby Duncan.

• Emergent bilingual.
• Self-efficacy.
• Intermediate school.
• Non-experimental.
• Secondary educators.
• Southern United States.
• Years of teaching experience.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14011

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14011