ABSTRACT

This study explored the year-long development of 159 (N = 159) novice K-2 teachers’ self-efficacy for literacy instruction, within a literacy-specific induction initiative with sixteen high-need, predominantly rural school districts. Findings reveal novice teachers’ self-efficacy for literacy instruction grew significantly throughout the year. Teachers’ satisfaction with specific induction supports in the multi-pronged initiative held various relationships with literacy self-efficacy at the middle and end of the year. The presence of supplemental, school-based supports had no moderating impacts on literacy self-efficacy. Teachers’ licensure status held various moderating influences on literacy self-efficacy throughout the year. Implications for supporting novice teachers’ self-efficacy for literacy instruction are discussed. Results add to the limited research examining how novice teachers’ self-efficacy for literacy instruction develops over time in rural, high-need schools.

摘要

本研究探讨了159（N= 159) 初级 K-2 教师在识字教学中的自我效能感，在一项针对 16 个高需求、主要是农村学区的识字引导计划中。调查结果显示，新手教师在识字教学中的自我效能感在一年中显着提高。教师对多管齐下的具体入职支持的满意度与年中和年末的识字自我效能感存在各种关系。补充性的、以学校为基础的支持的存在对扫盲自我效能没有缓和的影响。教师的执照状态在全年对扫盲自我效能有各种调节影响。讨论了支持新手教师在扫盲教学中的自我效能感的含义。