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Influences On The Self-Efficacy Of Non-English Language Arts High School Teachers To Integrate Literacy Into Instruction, Georgina M. Baker
Influences On The Self-Efficacy Of Non-English Language Arts High School Teachers To Integrate Literacy Into Instruction, Georgina M. Baker
Doctoral Dissertations
Some secondary teachers of non-reading and non-English language arts content areas resist the idea of integrating literacy instruction with content instruction, due to having low teacher self-efficacy for literacy instruction (TSELI). To explore this phenomenon, I conducted a qualitative case study, through which, I interviewed a group of 10 teachers of math, science, history, art, and business education, all from the same rural, public high school in Alabama. The purpose of this study was to explore within this group of teachers the breadth and depth of teacher self-efficacy for integrating literacy instruction into content instruction on a consistent basis. This …