The Role of Leadership Guidance for Teachers of English Language Learners: A Basic Qualitative Study

Abstract

The achievement performance of English language learners (ELLs) continues to fall behind non-ELL peers. The problem is a lack of leadership guidance for teachers of English language learners (ELLs) to close the achievement gap between ELL and non-ELL students. The purpose of this basic qualitative research was to explore the perceptions and experiences of principals and teachers of ELLs regarding leadership's role in guiding teachers of ELLs to close the achievement gap in selected elementary schools in Illinois. A literature review revealed a gap in research addressing the exploration of leadership guidance for teachers of ELLs to close the achievement gap. The theoretical framework included servant leadership and instructional leadership theories. Two research questions were designed to explore elementary principals' and teachers’ experiences and perspectives on leaders' guidance for teachers of ELLs to close the achievement gap in selected schools in Illinois. Eight principals and eight teachers were recruited utilizing criterion and snowball sampling from three Facebook groups with a membership of 3,500 teachers and 2,500 principals. The data instrument was a semi-structured interview protocol. Recorded Zoom interviews were conducted to collect data. Data analysis followed Braun and Clarke's six-step process. Results and findings revealed similarities and differences in leader and teacher perceptions. Participants shared an emphasis on fair resource access, while principals stressed money allocation and teachers stressed support and training. Principals, teachers, and legislators may use the results to revise programs and policies to help close the achievement gap for ELLs.