Term of Award

Fall 2022

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Curriculum, Foundations, and Reading

Committee Chair

Delores Liston

Committee Member 1

Marcela Ruiz-Funes

Committee Member 2

Alma Stevenson

Committee Member 3

Cordelia Zinskie

Committee Member 3 Email



This phenomenological study explored the experiences of self-efficacy development of three nonnative Spanish foreign language teachers who teach in north Georgia. All three participants taught at different schools and all had a minimum of 10 years teaching experience. I used interviews as my form of inquiry. Each participant participated in one in-depth interview. For clarification, a follow-up interview was also conducted with one of the participants. As a beginning researcher, I incorporated the Interview Protocol Refinement framework (Castillo-Montoya, 2016) in order to guide the development of my interview protocol. The theoretical framework for this study was self-efficacy theory (Bandura, 1977a, 1977b, 1993, 1997). The findings from this study revealed six experiences related to positive self-efficacy development and three experiences related to negative self-efficacy development. The six findings of positive influences of self-efficacy that emerged are: collaboration, purposeful practice, honesty with self, embracing lifelong learning, student success stories, and teacher empowerment and professional learning opportunities. The three findings cited as negatively influencing self-efficacy development are: teaching native speaker classes, negative perceptions of others, and being asked to serve as a translator. The findings of this study provide insight for school administrators and future nonnative Spanish foreign language teachers. This study hopes to support and encourage potential nonnative Spanish foreign language teachers to thrive as teachers who teach a language that is not one’s native language. Nonnative foreign language teachers serve as models of the possibilities and rewards of language learning.

Research Data and Supplementary Material