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Predicting efficacy to teach writing : The role of attitudes, perceptions of students’ progress, and epistemological beliefs
Graham, Steve Hsiang, Tien Ping Ray, Amber B. Zheng, Guihua Hebert, Michael
Graham, Steve
Hsiang, Tien Ping
Ray, Amber B.
Zheng, Guihua
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.
Keywords
Date
2022
Type
Journal article
Journal
The Elementary School Journal
Book
Volume
123
Issue
1
Page Range
1-36
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled