The impact of professional learning on leaders’ confidence to lead bilingual programs

This study examines how the absence of targeted professional learning opportunities and formal preparatory coursework impacts the confidence of leaders managing bilingual education programs worldwide. Using a quantitative, cross-sectional survey design, data were collected from 34 leaders working in bilingual school contexts across multiple regions. The survey measured confidence levels in general school leadership compared to bilingual program oversight and gathered information about participants’ academic preparation and professional learning interests. Findings show that while most participants reported high confidence in general school management, their confidence in overseeing bilingual programs was lower. Leaders who had received relevant academic preparation reported higher confidence levels, regardless of the depth or format of that preparation. Subgroup analyses also indicated that confidence tends to increase with years of leadership experience, though even highly experienced leaders reported slightly lower confidence when overseeing bilingual programs than in general management roles. Additionally, many participants had never pursued targeted academic preparation, suggesting that some leaders may be unaware of the specific competencies required for bilingual program leadership. These findings highlight a disconnect between general leadership preparation and the specialized knowledge needed to lead bilingual education programs. As bilingual education expands globally, accessible, role-specific professional learning opportunities for school leaders will be critical to supporting effective implementation and long-term sustainability.