Date of Award
8-14-2020
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Joe Nichols
Call Number
LD 251 .A566d 2020 G66
Abstract
The purpose of the study was to obtain the perceptions of faculty about their instructional readiness and support to instruct English Language Learners (ELL). The rapid ELL enrollment in rural Arkansas public schools makes this study important. The current research was conducted to improve the quality of education for this growing population in classrooms. This quantitative study gathered data to examine teachers' perceptions toward their readiness to instruct ELL students in mainstream classrooms. A survey instrument was administered to a sample of full-time, regular classroom teachers educating students from kindergarten through fourth grade, in order to elicit their perceptions regarding educating ELLs within a regular education classroom. The participants in this study revealed that they lacked confidence and competence in teaching culturally and linguistically diverse students. Overall, the participants’ perceptions were negative, because of the lack of understanding and support needed to address the individual needs of ELLs.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Goodson, Hollie Amelia, "Perceptions and Self-Efficacy of Kindergarten through Grade Four Teachers on their Readiness to Provide Instruction to English Language Learner Children of Northeastern Arkansas Rural Schools" (2020). Student Theses and Dissertations. 384.
https://arch.astate.edu/all-etd/384
