Rojas-Vargas, Mayra Danielle (2021-07). Examining the Impact of Virtual Mentoring and Coaching on Teachers of English Learners' Professional Growth. Doctoral Dissertation.
Thesis
The purpose of this dissertation was to investigate the impact of virtual mentoring and coaching (VMC) and teachers' experiences and perceptions of VMC on their professional growth related to ELs. A systematic review was conducted to understand the research on VMC for in-service teachers working with ELs. Overall, findings indicated that VMC supported in-service teachers' professional growth; however, only one study addressed in-service teachers working with ELs. To examine the impact of VMC on teachers of ELs, I utilized classroom observation data recorded by a validated classroom observation instrument from a federal-funded randomized controlled trial (RCT) study, Project Empowering Teachers of English Language Learners (ETELL). Participants consisted of 211 who received VMC across school districts in Texas. The teachers submitted pre- and post-observation videos that were utilized to examine teachers' implementation of pedagogical practices and language content related to ELs. Results indicated that teachers in treatment and control conditions used ESL strategies to support students' light and dense language development. However, the findings did not result in higher use of ESL strategies implemented by the treatment teachers. Additionally, results indicated that teachers in the control condition promoted students' use of the English language across various domains (verbal, reading, and writing). To further investigate the impact of VMC as experienced and perceived by teachers of ELs, I conducted semi-structured interviews. All teachers from the previous study were contacted to volunteer in this study results in a small sub-sample of thirteen teachers consenting to be part of the study. However, due to reaching saturation of data, only eight teachers were interviewed. Thematic analysis indicated that teachers' experiences and perceptions of the VMC were positive. Teachers shared their ability to critically reflect in an environment where a positive mentor-mentee relationship was built.
