Self-Efficacy in Public Library Storytime Providers

• In Event: Artistic and Other Informal Learning Environments

Abstract

Self-efficacy in teachers is positively related to quality of instruction, including literacy instruction, and children’s academic outcomes. However, self-efficacy of public library storytime providers who design programs to promote children’s early literacy skills is understudied. This study had two aims: to develop and test the reliability and validity of the Sense of Efficacy in Early Literacy Programming scale and to determine if professional experiences predict self-efficacy. Slightly over 200 (N = 226) completed the survey. Five subscales were determined using exploratory factor analysis, indicating that storytime providers’ self-efficacy is multidimensional. Years of experience working in libraries predicated self-efficacy for engaging children and engaging caregivers, whereas professional development predicated self-efficacy beliefs for communicating early literacy strategies and using early literacy practices.

Authors

• Roseanne Perkins, Kutztown University of Pennsylvania

• Brook Sawyer, Lehigh University