Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Heather Schugar, Ph.D.

Committee Member

Lynn Kutch, Ph.D.

Committee Member

Maria Cabrera, Ph.D.

Abstract

English Language Learners (ELLs) represent a growing student population in U.S. secondary schools, yet many educators feel underprepared to support their unique needs effectively. This mixed-methods study examines how Pennsylvania high school teachers approach the teaching of ELLs, focusing on their self-efficacy, instructional decision-making, and strategies for fostering an inclusive classroom community. Using an exploratory sequential mixed methods design, data was collected through surveys from a limited group of 40 high school educators followed by in-depth interviews with three participants. Findings revealed that while teachers express a strong desire to support ELLs, they often experience uncertainty and frustration due to inadequate training, limited collaboration with English as a Second Language specialists, and a lack of institutional guidance. Participants emphasized the need for ongoing, in-depth professional development that extends beyond basic instructional strategies, as well as increased interdisciplinary collaboration to strengthen teaching practices. The study underscores the necessity of evaluating teacher training programs and implementing systemic changes to better equip educators in serving ELL students. These findings contribute to the broader discourse on improving educational equity by advocating for policies that prioritize linguistic diversity and support comprehensive teacher preparedness.

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