Exploring Secondary Content and Career and Technical Education (CTE) Teacher Self-Efficacy in Supporting the Literacy Needs of Long-Termed Emergent Bilinguals: A Mixed-Methods Inquiry

Author

Jennifer Louise Burden, The University of Texas Rio Grande Valley

Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Ming-Tsan Lu

Second Advisor

Isela Almaguer

Third Advisor

Joy Esquierdo

Abstract

This dissertation employed a mixed-methods convergent design, incorporating survey data and semi-structured interviews to investigate the self-efficacy of high school teachers in content areas and Career and Technical Education (CTE) towards their perceived abilities to support emergent bilingual students, particularly in content-specific literacy.

Grounded in the theoretical frameworks of Bandura's (1977) self-efficacy theory and Dweck's (2008) growth mindset, this study explores how educators' perceptions of their abilities impact their instructional practices and student outcomes.

Findings reveal a need for more training and resources to increase student engagement, which impacts academic outcomes and attendance and calls for comprehensive reforms in teacher preparation, professional development, and bilingual education policies to support emergent bilinguals at the high school level.

Comments

Copyright 2025 Jennifer Louise Burden. https://proquest.com/docview/3240636041

Recommended Citation

Burden, J. L. (2025). Exploring Secondary Content and Career and Technical Education (CTE) Teacher Self-Efficacy in Supporting the Literacy Needs of Long-Termed Emergent Bilinguals: A Mixed-Methods Inquiry [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1670