Coach Self-Efficacy for Writing and Writing Instruction and Its Relationship to Coaching Practices

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-Writing and Literacies Virtual Poster Session

Abstract

Self-efficacy has shown to be an important variable in teacher effectiveness and longevity. Research indicates that higher levels of self-efficacy results in more resilience and willingness to persevere through challenging tasks such as teaching. However, research on how self-efficacy impacts coaches’ effectiveness is sparse. Thus, this study explores how and if self-efficacy for writing, teaching writing elements, and writing instruction relates to academic coaches’ use of research-based writing practices. Through analysis of multiple logistic regressions, we identify that self-efficacy for writing and teaching writing elements predicts the likelihood of a coach using research-based writing practices, while self-efficacy for writing instruction was not a significant predictor of any practices. Implications for administrators and professional development are discussed.

Authors

• Jadelyn A. Abbott, Weber State University
  Presenting Author

• Katherine Landau Wright, Boise State University
  Presenting Author