Components of Teacher Self-Efficacy for Literacy Instruction for In-Service Educators in Two Southeastern School Districts

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2023-06-12 DOI:10.1080/02702711.2023.2222112

J. Schwab, R. A. Griffin, J. Allen, B. Scullin, T. Ogletree

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Abstract

Abstract Researchers administered a teachers’ self-efficacy beliefs for literacy instruction (TSELI) survey to in-service teachers (N = 168) in two PK–12 school districts in the southeastern U.S. A principal components analysis indicated four components for TSELI: (a) Teaching and Modeling Reading, (b) Facilitating and Nurturing Readers, (c) Influencing Literacy Success, and (d) Teaching and Facilitating Writing. The results include a component analysis as well as descriptive data by demographics (i.e., gender, grade level, subject area, educational level, and years of teaching experience). In addition, a MANOVA was performed to determine if there were differences in self-efficacy and demographic variables. Significant differences were found for gender, grade level, and subject area. Most notably, males, secondary educators, and teachers of subjects other than English Language Arts (ELA) exhibited significantly less self-efficacy in literacy instruction. The implications for PK–12 teachers, school leaders, and teacher educators are discussed.

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东南两学区在职教育工作者读写教学自我效能感之成分分析

研究人员对美国东南部两个幼儿园- 12学区的在职教师(168名)进行了识字教学自我效能感(TSELI)调查，主成分分析表明TSELI的四个组成部分:(a)教学和模拟阅读，(b)促进和培养读者，(c)影响识字成功，(d)教学和促进写作。结果包括成分分析以及人口统计学(即性别、年级水平、学科领域、教育水平和教学经验)的描述性数据。此外，进行方差分析以确定自我效能感和人口统计学变量是否存在差异。性别、年级水平和学科领域存在显著差异。最值得注意的是，男性、中学教育工作者和英语语言艺术(ELA)以外学科的教师在读写教学中表现出明显较低的自我效能感。对PK-12教师、学校领导和教师教育者的影响进行了讨论。

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.