Factors That Influence High School Content Teachers’ Motivation to Address Multi-Linguistic Learners’ Needs in a Large Urban School District

Abstract

This study explored the relationship between teachers’ extrinsic and intrinsic factors that influence high school content teachers' motivation to address multilinguistic learners' (MLs) needs in a large urban school district. A sample size of 38 teachers completed a survey to correlate professional development (as examined through second language acquisition, differentiated instruction, and emotional intelligence), shared leadership and teacher self-efficacy with teacher motivation. The study showed a non-significant correlation between professional development and teacher motivation variables, a non-significant positive correlation between shared leadership in school and teacher motivation variables, and a significant positive correlation between teacher self-efficacy and teacher motivation variables. Based on these results, school leaders may look to improve content teacher motivation to address MLs' learning needs by allocating resources that develop teachers' skills through evidence-based professional development that aligns with second language acquisition, differentiated instruction, and emotional intelligence. When content teachers are able to sustain motivation by developing self-efficacy, they will be better prepared to address the learning needs of MLs