Exploring teacher perceptions of educational support and perceived self-efficacy for working with newly arrived migrant students in Sweden. A mixed methods approach

Abstract

This thesis explores Swedish teachers' perceptions of educational support and their selfefficacy in working with newly arrived migrant students (NAMS). With the background of a changing population due to an influx of migrants in the past decade, and a national mission of "equal schooling for all", this study investigates how teachers interpret and navigate the complex realities of multilingual and multicultural classrooms. Drawing on qualitative and quantitative data from teachers across the country, this research uses Bronfenbrenner's Ecological Systems Theory to analyse how teachers are influenced by several interrelated levels in their work with NAMS. Findings reveal considerable variation in teachers' capacity to meet the needs of NAMS and highlight a wide range of support across the country. A notable tension emerges between teachers’ self-efficacy and described classroom realities particularly in relation to language support and differentiated instruction. Although teachers believe that they are competent in several areas, they are also constrained by factors such as a time, and resources. There was a wide variety in available resources and methods to working with NAMS, and due to a small sample size results should not be generalized for the entire population. This study attempts to understand how various factors shape teachers' work with NAMS, and highlights the need for targeted professional development, enhanced cooperation, and more robust preparation for teaching in diverse educational settings.