2020 journal article
Supporting Novice K-2 Teachers' Self-Efficacy for Literacy: Early Literacy Teacher Induction for Rural Schools
LITERACY RESEARCH AND INSTRUCTION, 60(3), 242–263.
author keywords: Teacher induction; teacher self-efficacy; literacy self-efficacy; early literacy; rural schools
UN Sustainable Development Goal Categories
4. Quality Education
(Web of Science; OpenAlex)
Source: Web Of Science
Added: February 28, 2022
ABSTRACT This study explored the year-long development of 159 (N = 159) novice K-2 teachers’ self-efficacy for literacy instruction, within a literacy-specific induction initiative with sixteen high-need, predominantly rural school districts. Findings reveal novice teachers’ self-efficacy for literacy instruction grew significantly throughout the year. Teachers’ satisfaction with specific induction supports in the multi-pronged initiative held various relationships with literacy self-efficacy at the middle and end of the year. The presence of supplemental, school-based supports had no moderating impacts on literacy self-efficacy. Teachers’ licensure status held various moderating influences on literacy self-efficacy throughout the year. Implications for supporting novice teachers’ self-efficacy for literacy instruction are discussed. Results add to the limited research examining how novice teachers’ self-efficacy for literacy instruction develops over time in rural, high-need schools.