Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools
Abstract
With an increasingly diverse student population in the US and worldwide, it is imperative that teachers feel efficacious about their ability to teach children to read who are culturally and linguistically diverse from their teacher. This longitudinal study examined the developing self-efficacy beliefs as teachers (N = 127) moved from the preservice stage and then again after the same individuals had finished a year of teaching. Results indicated there was a decrease in self-efficacy for teaching reading and issues of diversity at the end of the teacher education program compared to first-year teachers. Findings also denoted that one program produced significantly higher scores at the preservice stage, but after a year of teaching, these differences disappeared. Recommendations for increasing teacher self-efficacy at both the preservice and novice teacher stage are provided in an effort to better support teachers in meeting literacy needs of all students regardless of their race or ethnicity.
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Teacher self-efficacy can be overestimated after professional development and then decrease in confrontation with the reality of teaching multilingual students.
“TSE can also be overestimated after PD and then decrease in confrontation with the reality of teaching multilingual students (Clark 2020;Clark and Andreasen 2021)”
From Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study (2026) · cites this paper as Clark 2020
No studies have investigated in-service teacher self-efficacy development for LRT when implementing it in class.
“So far no studies have investigated in-service TSE development for LRT when implementing it in class (Clark 2020;Comstock et al. 2023).”
From Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study (2026) · cites this paper as Clark 2020
TSE for teaching reading while attending to issues of diversity decreased within the first year of in-service teaching.
“For instance, a longitudinal study shows that TSE for teaching reading while attending to issues of diversity decreased within their first year of in-service teaching (Clark 2020), which confirms this pattern.”
From Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study (2026) · cites this paper as Clark 2020
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- Authors
- Clark, S. K.
- Affiliations
- Brigham Young University (US)
- Corresponding author
- Clark, Sarah K.
- ORCID
- Clark, Sarah K.
- Venue
- Teacher Development
- Publisher
- Informa UK Limited
- Published
- 2020-02-25
- Volume
- 24
- Issue
- 2
- Pages
- 127-142
- ISSN
- 1366-4530 (ISSN-L)
- 1747-5120
- OpenAlex
- W3009023306
- Cited by
- 30
- References
- 40
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 7 · 2023: 5 · 2022: 6 · 2021: 5
- FWCI
- 6.06
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teacher Development (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- teacher self-efficacy, reading instruction, cultural and linguistic diversity, culturally responsive teaching, initial teacher education, novice teachers, teacher education curriculum, primary education
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