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Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. – 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. – 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
McClellanville Library
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Keith Summey North Charleston Library
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Hurd/St. Andrews Library
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Dorchester Road Library
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Examining Principal Perceptions of Self-Efficacy and Emergent Bilingual Student's Achievement in K-12 Public Schools
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- Author(s): Janie Garcia Jimenez
- Language:
English- Source:
ProQuest LLC. 2023Ed.D. Dissertation, University of Houston-Clear Lake.- Publication Date:
2023- Document Type:
Dissertations/Theses - Doctoral Dissertations- Online Access:
- Language:
- Additional Information
- Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
- Peer Reviewed: N
- Source: 147
- Education Level: Elementary Secondary Education
- Subject Terms: Bilingualism; Administrator Attitudes; Self Efficacy; Academic Achievement; Principals; Elementary Secondary Education; Instructional Leadership; Teacher Motivation; Educational Quality; English Language Learners; Accountability; Teamwork; Teacher Collaboration; Teacher Administrator Relationship; Educational Objectives; School Districts; Faculty Development
- Subject Terms:
- ISBN: 979-83-8038-639-5
- Abstract: The purpose of this qualitative inquiry study examined principal perceptions of self-efficacy and EB's student achievement. This study collected interview data from a purposeful sample of six elementary, six middle school, and six high school principals from the Region 4 Education Service Center, Harris County area, in the state of Texas utilizing an interview protocol. An inductive coding process was implemented to discover emergent themes that arose from semi-structured interviews. The findings are based on principal perceptions regarding the impact of their self-efficacy on EB student achievement, facilitation of EB student learning, shared vision for EB students, and motivating teachers with EB students. The data analysis revealed 10 themes and 13 subthemes, which were deeply rooted within the vast literature on principal leadership constructs. The findings illustrated the expansive skills and competencies necessary for principals to lead teacher teams and focus on student achievement. Considering principal perceptions regarding the impact of their self-efficacy on EB student achievement, 100% (n = 18) agreed principal's confidence influences EB achievement. The data revealed that the principal's leadership can either improve or decrease student achievement based on the decisions that are made. When examining the perceptions of principals concerning the impact of their self-efficacy in the facilitation of EB student learning, four emerging themes developed. These themes are: (a) Ensuring Teacher Quality (b) Promoting High-Quality Instruction (c) Understanding the Unique Needs of EB Students (d) Navigating Accountability. Based on the summary of findings, implications are warranted for principals, district leaders, teacher preparation programs, and state leaders. It is recommended principals build collaborative teams with different experts to help set goals and participate in the planning sessions to support students. District leaders could benefit from the findings by ensuring staffing support is available at each campus since EB enrollment numbers are increasing, and districts need to consider varying levels of staffing support for campuses with different English proficiency levels such as new arrivals or long-term EBs. Also, district leaders could benefit from the findings by providing and designing professional development opportunities that target the needs of EL students in instructional leadership and coaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: ED639421
- Availability:
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