School of Education


Doctor of Education in Educational Leadership (EdD)


Philip Alsup


foreign languages, LOTE, self-efficacy, teacher leadership, age


Educational Leadership | Linguistics


The purpose of this quantitative correlational study was to examine a relationship between self-efficacy beliefs, age, and years of experience of educators of language other than English and teacher leadership. Language teachers constitute a unique subculture that exhibits varied levels of perceived importance and influence on the local, state, and national levels. The complexity of the academic context of second language acquisition contributed to the persistent shortage of educators nationwide between 1990 and 2017. In addition, the gap in ethnic representativeness of formal school leaders combined with the increased ethnic diversity of students communicates the need to invest in leadership development of teachers of languages other than English. The convenience sampling method was used to draw a representative sample of 64 language educators from school districts in the northeastern region of Texas. Two online surveys and a demographic questionnaire were employed to collect primary data. The Teachers’ Efficacy Beliefs System-Self (TEBS-Self) allowed to measure domain-specific teacher self-efficacy beliefs. The Teacher Leadership Inventory (TLI) revealed the scores on perceived teacher leadership. The results of a multiple linear regression analysis indicated that there were no statistically significant predictive relationships between the linear combination of self-efficacy scores, age, and years of experiences and the overall score of teacher leadership subscales. Limitations and implications of the findings and recommendations for future research were discussed.