A Qualitative Study on Teacher Preparedness and Self-efficacy in Teaching English Learners at the Secondary Level

Abstract

This qualitative study explores the perceptions and experiences of secondary-level teachers regarding their preparedness and self-efficacy in teaching English learners. The research aims to investigate the various factors that influence teacher preparedness, including formal training, professional development, classroom resources, and support systems. Additionally, the study seeks to understand how teachers’ self-efficacy beliefs impact their instructional practices and interactions with English learner students. Through in-depth interviews and thematic analysis, data was collected from a diverse sample of secondary-level teachers who work with English learners in different educational settings. The findings reveal the complex interplay between teachers’ perceived preparedness, self-efficacy beliefs, and actual classroom practices. Factors such as language proficiency, cultural competence, pedagogical strategies, and socio-emotional support emerged as key themes influencing teacher effectiveness in working with English learner students. Implications of this study include the need for targeted professional development programs, ongoing support mechanisms, and resource allocation to enhance teacher preparedness and self-efficacy in teaching English learners. By gaining a deeper understanding of teachers’ perspectives and challenges, educational stakeholders can better support the needs of both teachers and English learner students in the secondary-level setting.