Abstract
The present study explores the findings of a systematic literature review of research about teachers’ self-efficacy for writing and writing instruction to demystify what is known and what remains unknown. We analyzed the pool of research on self-efficacy for writing and writing instruction from January 1992 to August 2020. Our final inclusion of articles resulted in 22 articles that examine teacher self-efficacy for writing and writing instruction while meeting our standards of examining changes in self-efficacy. We examined how shifts in self-efficacy are measured, specific interventions that increase teachers’ self-efficacy for writing and writing instruction as well as interventions that have not shown impacts, and how teacher self-efficacy for writing and writing instruction influences student writing achievement. Features of successful interventions and recommendations for improving methodological and theoretical decisions within this topic are explored.
Recommended Citation
Abbott, Jadelyn; Hodges, Tracey; Dismuke, Sherry; Landau Wright, Katherine; and Schweiker, Claire
(2022)
"Interventions to Improve Teacher Self-Efficacy Beliefs about Writing and Writing Instruction: Lessons Learned and Areas for Exploration,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
Iss.
3, Article 7.
Available at:
https://scholarworks.wmich.edu/wte/vol11/iss3/7
Included in
Adult and Continuing Education and Teaching Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons