Examining the impact of professional development for <scp>STEM</scp> teachers of English learners on teacher efficacy in a multicultural setting

Abstract With the growing numbers of English learners (ELs) in schools, Science, Technology, Engineering, and Math (STEM) teachers who teach ELs may not be well‐equipped or confident in facilitating ELs' learning. The purpose of this study was to examine whether secondary STEM teachers with various percentages of English learners in their classes had the same professional development (PD) engagement, specifically in the format of peer observation and coaching and the topic of culturally responsive teaching (CRT). Additionally, the study examined how teachers' participation in PD and PD needs in CRT contributed to their self‐efficacy in teaching ELs who are from diverse cultural backgrounds in the United States. The Teaching and Learning International Survey (TALIS) 2018 was used for this study. Multiple regression analysis was used to answer the research questions. The study found that STEM teachers of ELs who participated in more PD in CRT topics were more likely to have higher levels of overall self‐efficacy and efficacy in teaching multicultural classrooms. Additionally, the higher the PD needs the teacher had in CRT, the lower the teaching efficacy they had. This knowledge can be used to provide teachers with the support that they need to facilitate student learning in STEM subject areas.