Exploring Magnitude of Change in Teacher Efficacy and Implications for Students' Literacy Growth

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Varghese, C., Garwood, J. D., Bratsch-Hines, M., & Vernon-Feagans, L.
2016

From the abstract: "Increasingly, coaching-based professional development models are used to support classroom teachers' implementation of the literacy interventions. Research suggests that these models may positively impact classroom teachers' self-efficacy, which is critical to effective literacy instruction. The current study uses the context of a coaching-based professional model, the Targeted Reading Intervention, to examine how changes in three measures of teachers' sense of efficacy related to changes in students' literacy outcomes. Multilevel models suggest a significant and positive association between teachers' classroom management efficacy and students' growth in literacy skills. Both directions for future research and implications for practitioners are discussed."

Available here.

Citation: Varghese, C., Garwood, J. D., Bratsch-Hines, M., & Vernon-Feagans, L. (2016). Exploring magnitude of change in teacher efficacy and implications for students’ literacy growth. Teaching and Teacher Education, 55, 228-239.
DOI: 10.1016/j.tate.2016.01.011