Teacher efficacy and content literacy implementation: An exploration of the effects of extended professional development with coaching

Susan Chambers Cantrell, Hannah K. Hughes

Research output: Contribution to journalArticlepeer-review

88 Scopus citations

Abstract

This study investigated the effects of yearlong professional development with coaching on sixth- and ninth-grade teachers' efficacy for teaching literacy and collective efficacy. As well, it explored the relationship between teacher efficacy and implementation of a content literacy approach. A teacher survey was used to measure teachers' efficacy before and after participation in the professional development, and classroom observations were used to measure teachers' implementation of content literacy practices. Teacher interviews provided insight into the processes of teacher efficacy development and content literacy implementation. Survey results indicated significant improvements in teachers' personal and general efficacy for literacy teaching and in teachers' collective teaching efficacy. Teachers who demonstrated higher efficacy prior to participating in professional development were more likely to implement the recommended content literacy practices. Teacher interviews indicated that coaching and collaboration were important factors in the development of teachers' sense of efficacy with and implementation of content literacy strategies.

Original languageEnglish
Pages (from-to)95-127
Number of pages33
JournalJournal of Literacy Research
Volume40
Issue number1
DOIs
StatePublished - Jan 2008

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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