This article was published in Teaching and Teacher Education, Vol 27 number 4,
Author(s Megan Tschannen-Moran, Denise Johnson, " Exploring Literacy Teachers’ Self-Efficacy Beliefs: Potential Sources at Play", Pages 751–761, Copyright Elsevier (May 2011).
The current study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general.
This manuscript presents a new measure of teachers’ self-efficacy beliefs for literacy instruction (TSELI) that was tested with factor analysis and reliability analysis.
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 distinct constructs.
A regression analysis revealed that 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.