Effects of Teaching Efficacy, Advocacy, and Knowledge on Coping and Well-Being of Dual Language Immersion Teachers

Abstract

ABSTRACT In the United States, there is a nationwide shortage of bilingual teachers, but limited research on factors that contribute to their burnout and attrition. This exploratory multiple case study aimed to identify stressors unique to Spanish-English bilingual teachers and how they cope with these stressors. Interviews with two dual language immersion teachers over the course of four months revealed multiple, significant stressors including instructional demands unique to the students they serve, workplace bullying, and lack of administrative support. Although teachers adopted palliative coping strategies, their high sense of teaching efficacy and advocacy for their students were major mitigating factors to burnout. In addition to teaching efficacy, competence in pedagogy and workplace engagement were mitigating factors to well-being. Teachers avoided burnout because of their high eudaimonic well-being (the subjective experiences associated with living a life of virtue in pursuit of human excellence) coupled with direct cognitive and behavioral coping strategies leading to an increase in job-related well-being and retention. That is, their coping strategies moderated the impact of a district culture that was perceived as negative.