An Analysis of Teacher Development in Early Literacy Instruction

Autor/in	Hazelbaker, Jenna
Titel	An Analysis of Teacher Development in Early Literacy Instruction
Quelle	(2023), (164 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Austin Peay State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-6450-0
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Emergent Literacy; Literacy Education; Preschool Teachers; Self Efficacy; Demography; Teaching Experience; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühleseunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Demografie; Lehrerverhalten
Abstract	This research explored early literacy teachers' perceptions regarding their professional development experiences and their level of self-efficacy in teaching reading. Teacher perceptions were measured using an adapted professional development perception survey created by Lowden (2003) based on Guskey's (2000) previous research on professional development evaluation. Teacher self-efficacy was measured using an adapted Efficacy Scale for Teachers of Reading (EST-R) survey created by Estes (2005). Teachers responded to a two-part survey that included teacher perceptions of professional development, self-efficacy, and demographic questions. The survey included grade level, years of teaching experience, years of early literacy experience, and level of education. Three research questions were used to guide the study on analyzing teacher perceptions of early literacy professional development, how these perceptions were impacted by teacher-level factors, and how perceptions and self-efficacy correlated. The data revealed a higher mean of teacher professional development perceptions, meaning teachers found professional development useful in their practice. Descriptive data suggested areas for professional development improvement. The data also revealed that teacher-level factors have no impact on teacher professional development perceptions. Teachers' professional development perceptions were positively correlated with a higher level of self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01