Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play |
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| Authors: | Megan Tschannen-Moran Denise Johnson |
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| Institution: | College of William and Mary, School of Education, PO Box 8795, Williamsburg, VA 23187-8795, United States |
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| Abstract: | This study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general. Factor analysis demonstrated construct validity of the measure of TSELI developed. Moderate correlations between TSELI and the more general TSES suggest that while there is some overlap, they are not the same thing. In a regression analysis, the quality of university preparation, highest level of education, participation in a book club, school level, resources available for classroom books, teachers’ sense of efficacy for instructional strategies and for student engagement all explain variance in TSELI. |
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| Keywords: | Teacher self-efficacy Literacy instruction Antecedents Contextual factors |
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