Date of Award

12-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

Dr. David Lee

Committee Chair School

Education

Committee Member 2

Dr. Kyna Shelley

Committee Member 2 School

Education

Committee Member 3

Dr. Jay Howell

Committee Member 3 School

Education

Committee Member 4

Dr. Danny Guillory

Committee Member 4 School

Education

Abstract

The growing enrollment of English Language Learners (ELLs) in U.S. schools, particularly within urban charter settings, presents unique challenges for general education teachers who are often underprepared to meet both linguistic and academic needs. The purpose of this study was to explore the instructional strategies, perspectives of their ability of self-efficacy, and institutional factors that shape how K–8 charter school teachers in Memphis support ELLs. This work is significant because teachers’ beliefs, preparation, and available resources directly impact ELL achievement and equity in education.

A qualitative single-case study design was employed, with twelve general education teachers recruited through purposeful sampling. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding to identify patterns across perspectives and practices.

Findings revealed that teachers commonly used scaffolding, differentiation, visual supports, and peer collaboration, though effectiveness was often judged informally. Teachers’ confidence varied by experience and professional development, while institutional factors such as access to ESL specialists and resources strongly influenced practice. The results confirms the need for sustained professional development, collaborative planning structures, and systemic supports to empower teachers and improve outcomes for multilingual learners.

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