Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

1994

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Curriculum and Instruction

First Advisor

Marilyn Draheim

First Committee Member

Dennis Brennan

Second Committee Member

Mari Irvin

Third Committee Member

Kathleen Kenfield

Abstract

The purpose of the study was to examine the sense of efficacy of 250 mainstream teachers (K-6) of limited English proficient (LEP) students. Respondents to a questionnaire consisted of 125 who participated in a Language Development Specialist (LDS) course and another group who consisted of 125 mainstream teachers who had not participated in the LDS course. Both groups teach in school districts with high numbers of LEP students. A sample of 187 mainstream teachers in five Northern California school districts responded to the questionnaire. The questionnaire included a modified Teacher Efficacy Scale (Gibson & Dembo, 1984) and was used to measure teachers' sense of efficacy. Independent variables for the study were: Teachers' experience with LEP students, the LDS training, their personal characteristics, and the school setting. The dependent variable was teachers' sense of efficacy. Through a series of multiple regression equations several significant relationships were found. Teachers who did not receive LDS training had a higher sense of total efficacy than teachers who received LDS training. For both groups, results also indicated that the greater the number of LEP students in class, the lower the teaching efficacy. A higher sense of both teaching efficacy and total efficacy was revealed from the male teachers. Personal efficacy was higher if teachers perceived their site principal had a substantial knowledge base in regard to pedagogy for LEP students. Personal efficacy was higher if teachers participated in schoolwide curriculum planning for LEP students. In order to ensure teacher implementation of acquired instructional techniques, it is recommended that training be longitudinal, include more practical applications, include site principals in training and provide mentor bilingual teachers to coach novice teachers of LEP students. This study recommends that research be conducted on the effects of LDS training and academic gains of LEP students. Research should be conducted to determine if there is a positive relationship between a high sense of efficacy and use of instructional practices recommended for LEP students as well as to determine if there is a relationship between high sense of efficacy and LEP student achievement.

Pages

186

To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest

Share

COinS

If you are the author and would like to grant permission to make your work openly accessible, please email