Recruiting Paraeducators Into Bilingual Teaching Roles: The Importance of Support, Supervision, and Self-Efficacy

Abstract

This mixed methods study examined the self-efficacy beliefs of paraeducators who became bilingual teachers and paraeducators who did not to explore the possibility that self-efficacy plays a role in paraeducators' career decisions. Data were collected through three sources: a survey, career goal statements, and interviews. Fourteen participants were included in the study. There were qualitative differences and significant quantitative differences between the two groups. Those who became bilingual teachers described work environments and duties that promoted the development of their teacher efficacy. Those who remained in the paraeducator roles described very different work environments. The study highlights the importance of clearly defining paraeducators' roles and responsibilities in ways that utilize their skills, abilities, and interests, and promote their career development.

Action Research in a Non-Profit Agency School Setting: Analyzing the Adoption of an Innovation after Initial Training and Coaching

“…This was modeled by the teachers who valued each team members' input and contributions to ongoing research. Teachers who plan with team members, and include them in meaningful classroom roles, increase their efficacy and job satisfaction, which are important for continual professional development (Sandoval-Lucero, 2006;. In addition, planning and providing resources for the implementation of new practices is one of the key functions for facilitating school-based change (Roach, et al, 2009).…”