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Sources of Teacher Efficacy in Teaching Reading: Success, Sharing, and Support

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Title: Sources of Teacher Efficacy in Teaching Reading: Success, Sharing, and Support
Language: English
Authors: Mary Ryan, Graham D. Hendry (ORCID 0000-0001-9895-4344)
Source: Australian Journal of Language and Literacy. 2023 46(1):1-14.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Self Efficacy, Reading Instruction, Teacher Motivation, Academic Achievement, Well Being, Teacher Attitudes, Elementary School Teachers, Teaching Experience, Models
DOI: 10.1007/s44020-022-00016-0
ISSN: 1038-1562
1839-4728
Abstract: Teacher self- and collective efficacy are important motivational factors in determining teachers' effort in their professional practice. Teachers' higher levels of self- and collective efficacy are positively associated with student achievement in specific domains, and teachers' enhanced wellbeing and commitment to their profession. This qualitative study explores primary teachers' own views about naturalistic and characteristic experiences and influences that have strengthened and weakened their efficacy in teaching reading. Five themes of naturalistic sources of enhancement in self- and collective efficacy are identified that are consistent with predictions of Bandura's social cognitive theory and studies involving interventions in schools by expert trainers. The themes are combined into a model of growth in teachers' efficacy and can potentially inform decision-making in schools in supporting and enhancing teachers' self- and collective efficacy when teaching reading.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419675
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Teacher self- and collective efficacy are important motivational factors in determining teachers' effort in their professional practice. Teachers' higher levels of self- and collective efficacy are positively associated with student achievement in specific domains, and teachers' enhanced wellbeing and commitment to their profession. This qualitative study explores primary teachers' own views about naturalistic and characteristic experiences and influences that have strengthened and weakened their efficacy in teaching reading. Five themes of naturalistic sources of enhancement in self- and collective efficacy are identified that are consistent with predictions of Bandura's social cognitive theory and studies involving interventions in schools by expert trainers. The themes are combined into a model of growth in teachers' efficacy and can potentially inform decision-making in schools in supporting and enhancing teachers' self- and collective efficacy when teaching reading.
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Teacher Motivation
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