Predicting efficacy to teach writing : The role of attitudes, perceptions of students’ progress, and epistemological beliefs

Journal article


Graham, Steve, Hsiang, Tien Ping, Ray, Amber B., Zheng, Guihua and Hebert, Michael. (2022). Predicting efficacy to teach writing : The role of attitudes, perceptions of students’ progress, and epistemological beliefs. The Elementary School Journal. 123(1), pp. 1-36. https://doi.org/10.1086/720640
AuthorsGraham, Steve, Hsiang, Tien Ping, Ray, Amber B., Zheng, Guihua and Hebert, Michael
Abstract

Three studies examined if teachers’ beliefs about writing predicted their efficacy to teach writing. We surveyed primary grade teachers from Taiwan (N = 782), Shanghai (N = 429), and the United States (N = 214). At each location, teachers completed surveys assessing attitudes toward writing and the teaching of writing, beliefs about students’ progress as writers, and epistemological beliefs about writing instruction, writing development, and writing knowledge. We examined if each of these beliefs made unique and statistically significant contributions to predicting efficacy to teach writing after variance due to all other predictors, as well as personal and contextual variables, was controlled. With one exception, these three sets of beliefs each accounted for unique variance in predicting teacher efficacy at each location. There was, however, variability in unique variance in teacher efficacy scores accounted for by specific beliefs across locations and the factor structure of various measures by location.

Year2022
JournalThe Elementary School Journal
Journal citation123 (1), pp. 1-36
PublisherUniversity of Chicago Press
ISSN0013-5984
Digital Object Identifier (DOI)https://doi.org/10.1086/720640
Scopus EID2-s2.0-85133020136
Page range1-36
FunderUniversity of Macau
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online23 Jun 2022
Publication process dates
Deposited30 Jun 2023
Grant IDMYRG2016-00041-FED
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