Year of Publication

2020

Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation

College

Education

Department/School/Program

Education Sciences

First Advisor

Dr. Kristen H. Perry

Abstract

The main purpose of this study was to predict secondary and middle school pre-service teachers’ self-efficacy in content area reading by using demographic, academic achievement, literacy methods courses, faculty support, preparedness for content area reading, and attitudes toward teaching reading in content classrooms as variables. Based on that purpose, this study was guided by the following research question: What are the predictors of secondary and middle school pre-service teachers’ self-efficacy in content area reading among variables from verbal persuasion of teacher education faculty, preparedness for content area reading, attitudes toward teaching reading in content classrooms, number of literacy method courses, gender, ethnicity, and grade point average (GPA)?

Data was collected from different 34 universities in 28 states in the USA via survey with Likert-type scales. I total had 165 participants. Participants were pre-service teachers who were enrolled in secondary and middle school teacher preparation programs. To analyze the data, I used multiple regression analysis.

The findings of this study revealed that preparedness for reading strategy, the attitudes toward teaching reading in content classrooms, preparedness for reading instruction, and the number of literacy method courses were significant predictors of pre-service teachers’ self-efficacy beliefs related to using content-area reading strategy instruction. Preparedness for reading instruction and the attitudes toward teaching reading in content classrooms were significant predictors of pre-service teachers’ self-efficacy beliefs related to motivating students to read. Preparedness for reading instruction, the attitudes toward teaching reading in content classrooms, and ethnicity were significant predictors of pre-service teachers’ self-efficacy beliefs related to teaching struggling readers.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2020.435

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