Texas Secondary Spanish Teachers’ Perceptions of Factors Influencing Instructional Self- Efficacy, Satisfaction, and Effectiveness
Year: 2026
Type: article
Abstract: Ongoing shortages of certified world language teachers and declining enrollment in secondary language programs have intensified concerns about teacher burnout, professional isolation, and instructional quality. Research has indicated that collaboration, targeted professional development, and supportive leadership influence teachers’ instructional self-efficacy, job satisfaction, and instructional effectiveness. However, limited research has examined how secondary Spanish teachers in Texas experience these issues. This qualitative collective case study explored how Texas secondary school Spanish teachers perceive the impact of their professional experiences on instructional self-efficacy, job satisfaction, and instructional effectiveness. Grounded in Bandura’s social cognitive theory and Vygotsky’s social constructivism, the study examined how classroom experiences, collaboration, mentorship, and organizational support shape teachers’ professional beliefs. Participants included 12 Texas secondary Spanish teachers and one world language coordinator who engaged in semistructured interviews or an online asynchronous focus group. Data were analyzed using thematic analysis. Findings revealed that instructional self-efficacy developed through experiential learning and collaboration, job satisfaction was influenced by leadership support and professional autonomy, and instructional effectiveness depended on reflective practice and coherent organizational support. The study highlights the need for targeted professional development and structured collaborative communities.
Author: Palafox, Tana Verlane
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7140348317