The Development of Literacy Coaches' Self-Efficacy Beliefs in a Dual-Role Position
In this sequential mixed-methods study, we examined literacy coaches' self-efficacy development in 21 secondary schools over the course of a 4-year literacy initiative. Teacher efficacy surveys revealed that coaches experienced a decrease in their sense of self-efficacy after their first year o...
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| Veröffentlicht in: | Journal of school leadership 2015-07, Vol.25 (4), p.562-591 |
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| container_title | Journal of school leadership |
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| creator | Cantrell, Susan Chambers Madden, Angie Rintamaa, Margaret Almasi, Janice F Carter, Janis C |
| description | In this sequential mixed-methods study, we examined literacy coaches' self-efficacy development in 21 secondary schools over the course of a 4-year literacy initiative. Teacher efficacy surveys revealed that coaches experienced a decrease in their sense of self-efficacy after their first year of participation and gained an increasing sense of competence as the project progressed. Through exit interviews, respondents indicated that coaches' initial dip in efficacy was linked to overwhelming and competing responsibilities. Their subsequent efficacy increases were supported by internal and external influences, such as personal growth and student learning. Given the study results, we suggest a model of literacy coaches' self-efficacy development. |
| doi_str_mv | 10.1177/105268461502500401 |
| format | Article |
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| subjects | Coaching (Performance) Faculty Development Literacy Education Literacy programs Management Psychological aspects Reading Programs Secondary School Teachers Self Efficacy Self-efficacy (Psychology) Teacher Attitudes Teacher Competencies Teacher Effectiveness Teaching |
| title | The Development of Literacy Coaches' Self-Efficacy Beliefs in a Dual-Role Position |
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