A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction

Abstract

This study investigated differences in self-efficacy to teach literacy between two groups of pre-service teachers. The authors hypothesized that pre-service teachers enrolled in one program focusing on fewer grade levels (K–3) and requiring more literacy-focused courses would have higher self-efficacy than pre-service teachers enrolled in another program focusing on more grade levels (K–6) and requiring fewer literacy-focused courses. However, the opposite findings were realized. Moreover, results demonstrated that regardless of program, pre-service teachers felt less efficacious about teaching writing when compared to teaching reading. Implications for teacher educators and recommendations for literacy instruction are discussed.

Reference

Helfrich, S. R., & Clark, S. K. (2016). A Comparative Examination Of Pre-Service Teacher Self-Efficacy Related To Literacy Instruction". Reading Psychology, 37, 943-961.

Journal

Reading Psychology

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Quantitative

Geographic Setting

Midwestern USA
western united states

Institutional Context

University based

Certification Level

K-6
PreK-3

Programatic Focus

Literacy Education

Research Location Context

University

Preservice Participants

undergraduate preservice teachers

Preservice Sample Size

Duration of Data Collection

Data Sources

Teachers 'Sense of Efficacy for Literacy Instruction Scale (TSELS) (Johnson & Tschannen-Moran, 2003)

Data Analysis Tools

independent t-test

Researcher Positionality

not stated

Research Questions

Does the number of required literacy courses and program emphasis make a difference in pre-service teachers’ reported self-efficacy related to teaching literacy?
Is this research question explicit from the manuscript? Yes

Would pre-service teachers who completed more literacy coursework in a K–3 program have higher self-efficacy related to teaching reading and writing to children than pre-service teachers who completed fewer literacy courses in a K–6 program?
Is this research question explicit from the manuscript? Yes