Collaborative Teaching for English Learners with Learning Disabilities: Teachers' Efficacy and Principals' Perspective

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Spring 2021


In this qualitative study, the researcher examined the impact of collaborative teaching as a service delivery solution to address the academic needs of English language learners (ELLs) with learning disabilities. Various significant aspects of the collaborative teaching method including teacher’s self-efficacy, professional education opportunities that address the need of ELLs, academic impact, and principals’ perspective were examined. A semi-structured interview instrument called Perceptions of Co-Teaching Survey and Semi-Structured Interview was used. Random purposeful sampling was the preferred approach when selecting participants. The study presented evidence indicating that teachers' self-efficacy in meeting ELLs' needs with disabilities is not an educational issue among experienced teachers, but the disparity of services and resources that still prevail for minority students. The study presented evidence indicating that principals support small group instruction through collaborative teachers. Future research recommendations may include a quantitative study to measure the impact of collaborative teaching and administrative support in creating a culture for collaborative teaching to thrive.


Ava Munoz

Subject Categories

Education | Educational Administration and Supervision