Date of Award

Summer 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Randal Eplin

Second Advisor

Dr. Susan Hicks

Third Advisor

Dr. Misty Matthews

Abstract

A growing number of English Language Learners (ELLs) exists within the United States. The purpose of this study was to explore administrators' and teachers' perceptions of a school district’s ELL program and determine how those perceptions align with the ELL supports used in the classrooms of a small school district in Florida. The study intended to answer the question: How do the perceptions of an ELL program held by the administrators and teachers responsible for the implementation of the ELL program differ from one another and from the ELL supports being provided in classrooms? This qualitative case study was developed with self-perception theory as a theoretical framework. Data for this study were collected using semi-structured interviews conducted using the online meeting platform Google Meet. The researcher used the data analysis spiral by Creswell and Poth (2025) for data analysis. The data analysis resulted in the formulation of three themes related to the perceptions of the ELL program held by teachers and administrators, as well as one theme related to the supports provided in classrooms. Three findings emerged from the study: administrators perceive the problem as someone else’s problem, teachers feel under-supported and under-trained to deliver the ELL program, and confusion of responsibility exists within the ELL program. The findings of this study suggest that school districts across Florida need to reexamine their ELL programs and ensure that the ELL plans are being implemented appropriately and that both students and teachers are receiving the support they need to be successful.

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