Date of Award

Spring 5-22-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Trevor Turner, Ph.D.

Second Advisor

Barbara Hill, Ed.D.

Third Advisor

Darryl Groves, Ed.D.

Abstract

It was the goal of this study to examine teacher perceptions of the effectiveness of the English to Speakers of Other Languages (ESOL) Sheltered program model for 9th to 12th grade students as it relates to passing scores on the Assessing Comprehension and Communication in English State-to-State (ACCESS) for English Language Learners Test. This study also measured teacher perceptions of the ESOL Sheltered Program as it relates to academic improvement. The research focused on the possible relationships that may exist between ACCESS scores and ESOL teacher demographics, ESOL teacher training, ESOL teacher attitudes, ESOL teacher challenges, ESOL teacher efficacy in the use of general strategies, and ESOL teacher efficacy in the use of specific verbal and nonverbal strategies. The research design required the use of the correlation, ANOVA, and regression statistical models to test the research questions. The Cronbach Alpha statistical model was used to test the survey for reliability while item-to-scale correlations were used to the test the survey for construct validity. The researcher found that there was a significant relationship between student performance as measured by ACCESS scores and the independent variable, School Culture for ESOL students. The dependent variable—effectiveness—revealed significant relationships with teacher attitudes, school culture for ESOL students, and teachers’ self-efficacy with the use of specific verbal strategies literacy, vocabulary, and questioning. Recommendations were suggested for policy makers, district educational leaders, school educational leaders, ESOL teachers, and future researchers.