Date

12-16-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Grania Holman

Keywords

English Language Learners, Phonological Awareness, Bandura, Self- Efficacy, Social Cognitive Theory, Science of Reading, Simple View of Reading, Active View of Reading, Teacher Self-Efficacy

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this transcendental phenomenological study described teachers' experiences teaching phonological awareness to English Language Learners in New York State. The theory guiding the study is Bandura’s work on self-efficacy from his social cognitive theory (SCT). Bandura’s work on self-efficacy provided a framework to answer the central research question: what are the lived experiences of kindergarten through grade 5 special education and general education teachers regarding self-efficacy teaching phonemic awareness to English Language Learners (ELLs)? There were 10 special education and general education teachers who have a master's and have worked with ELLs within the last 5 years. Purposeful, convenience sampling, and snowball sampling were chosen. Data collected through individual interviews and focus group sessions were analyzed. Collection results generated the themes of teacher self-efficacy. Empirical, practical, and theoretical implications of data analysis and recommendations for future research were revealed. The findings also suggested there is a need for professional development for teachers to effectively support English language learners in the classroom setting. In addition, the research indicated that not all teachers are equipped with the same support. These findings suggest that to increase teachers’ self-efficacy in delivering explicit instruction in phonological awareness to English language learners, it is imperative that school districts offer teachers clear direction and related professional development.

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