Abstract

This study examined the four sources of self-efficacy of English as a Second Language (ESL) Teacher Candidates (TCs) in implementing the Sheltered Instruction Observation Protocol (SIOP) model for Pre-K–5 English Language Learners (ELLs). Qualitative data were obtained from the TCs’ peer-and self-evaluation reports, reflective writings and instructor’s feedback. The impact of implementing SIOP model on enhancing the sources of TCs’ self-efficacy and the approaches used by TCs has been explored. The results indicate that implementing SIOP model can improve the sources of TCs’ self-efficacy: performance achievement, vicarious experience, verbal persuasion, and psycho-physiological state. The SIOP model provides a set of effective strategies and practices for teaching content to ELLs, and it can be a positive model for enhancing TCs’ self-efficacy in teaching ELLs.