Short Title

School Leaders’ Supports of Dual Language Science Teachers


English language learners, dual language, principal preparation


English learners account for 21.7% of the Texas public school system (Texas Education Agency, 2022). This qualitative study was conducted to examine how teachers of English learners in a dual language program perceived the educational supports they received affected student achievement in science. Teacher participants were asked about their experiences with administrative supports and how those supports affected their teaching and student performance. Two administrators were also interviewed for the study.

The teacher participants identified administrative supports they perceived to be beneficial to student learning and to the functioning of the EL program and science classroom. The administrative supports identified included: school leaders provided resources and communicated frequently about resource needs, school leaders prioritized opportunities for lesson modeling and demonstrations, and leaders planned for and facilitated collaborative planning and data meetings with the teachers.



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