A Measure of Preservice Teachers' Self-Efficacy Beliefs for Literacy Instruction in the 21st Century

• In Event: Teacher Beliefs and Practices to Foster Engaged Literacy Learning

Abstract

The measure, Teachers' Self-Efficacy Beliefs for Literacy Instruction in the 21st Century (TBLI21c), examines pre-service teachers’ self-efficacy for literacy instruction in the 21st century. The TBLI21c was validated by a panel and then a factor analysis loaded items onto eight factors. The measure was piloted with a sample (N=476) of Canadian and U.S. pre-service teachers. High self-efficacy factors related to, “21st Century Competencies,” and “Diversity,” whereas low factors were, “Early Literacy Skills,” “21st Century Technical Skills.” Based on a MANOVA, there were no statistically significant differences in overall literacy self-efficacy based on year of study, however, there was a significant main effect for efficacy beliefs related to “Diversity” with a decline from the beginning to the end of program.

Authors

• Tiffany L. Gallagher, Brock University

• Katia Ciampa, Widener University