Sources of teacher efficacy in teaching reading : success, sharing, and support

Journal article


Ryan, Mary and Hendry, Graham D.. (2023). Sources of teacher efficacy in teaching reading : success, sharing, and support. Australian Journal of Language and Literacy. 46(1), pp. 1-14. https://doi.org/10.1007/s44020-022-00016-0
AuthorsRyan, Mary and Hendry, Graham D.
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.

KeywordsTeacher efficacy; Self-efficacy; Collective efficacy; Teaching; Reading
Year01 Jan 2023
JournalAustralian Journal of Language and Literacy
Journal citation46 (1), pp. 1-14
PublisherSpringer Singapore
ISSN1038-1562
Digital Object Identifier (DOI)https://doi.org/10.1007/s44020-022-00016-0
Web address (URL)https://link.springer.com/article/10.1007/s44020-022-00016-0
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-14
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online12 Dec 2022
Publication process dates
Accepted08 Jul 2022
Deposited15 Aug 2024
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© The Author(s) 2022

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/

Open Access funding enabled and organized by CAUL and its Member Institution.

Place of publicationSingapore
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