Professional Development and Self-Efficacy of Texas Educators and the Teaching of English Language Learners
Kathleen M. Everling

Abstract
With the continuing growth of the school aged population of English language learners, schools must provide instruction in the English language and in the various content areas in order for the English language learners to be academically successful. The growth rate of English language learners has greatly outpaced the professional development teachers have received to teach them. A lack of sufficient, quality professional development can impact the teachers’ self-efficacy which can result in the teachers having lower confidence in their knowledge and ability to be effective. Teachers with lower self-efficacy are not as effective in their instruction. The purpose of this study was to explore the professional development and self-efficacy of Texas teachers as they relate to English language learners.

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