Teacher Sense of Efficacy for Literacy Instruction and Student Reading Achievement in Grades Three through Eight

Teacher Sense of Efficacy for Literacy Instruction and Student Reading Achievement in Grades Three through Eight This study investigated the effects of teacher sense of efficacy for literacy instruction on reading achievement in grades three through eight. In previous studies, a teacher's sense of efficacy was shown to be correlated to student achievement (Ashton & Webb, 1986; Moore & Esselman, 1992). However, research attempting to uncover the extent to which teacher efficacy relates to student achievement in literacy is sparse. Of the few studies that have been conducted relating student achievement to literacy instruction (Anderson, Green, & Lowen, 1988, Borton, 1991 Armor et al., 1979; Ashton & Webb, 1986, Tschannen-Moran, & Johnson, 2011 & Tranz & Gibson, 1986), a global measure of teacher efficacy was used for data collection. Bandura (2001) highlighted the need for a context specific measure when measuring efficacy, "Scales of perceived self-efficacy must be tailored to the particular domains of functioning that are the object of interest." With the need for a content specific measure for literacy apparent, Tschannen- Moran and Johnson (2011) created and validated a literacy specific measure, The Teacher Sense of Efficacy for Literacy Instruction (TSELI). For this study, the TSELI was used to measure teachers' sense of efficacy for literacy instruction and the reading test of the Kansas Assessment (2008) was used to measure student reading achievement. Teachers with high efficacy were hypothesized to impact students' reading gains positively. The results indicated that there was a statistically significant relationship between teachers' sense of efficacy for literacy instruction and student achievement gains in reading. This study also hypothesized that as grade level increased TSELI scores would decrease. However, results of this study did not support this hypothesis. Additionally, both student and teacher level characteristics effects on TSELI scores were examined. Teacher-level variables including highest degree obtained and number of years teaching were found to have a significant effect on TSELI scores. Student-level variables of ethnicity and lunch status were deemed significant. The results of this study enhance the already extensive research base that exists pertaining to teacher efficacy and achievement. However, this study initiates the research base examining teacher sense of efficacy for literacy instruction and reading achievement using the TSELI measure. Findings and recommendations from this study should be used to inform new investigations relating to teacher efficacy and student achievement in reading. As the construct of efficacy continues to evolve, it is important that teachers, policymakers, and administrators understand its effects