A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction

Abstract

This study explored Canadian and American pre-service elementary teachers’ self-efficacy beliefs for literacy instruction, as well as the contextual factors (i.e., course and field experiences) that contribute to these self-efficacy beliefs. Survey data were collected over a two-year period at the beginning and end of a required elementary literacy methods course that assessed pre-service teachers’ self-efficacy for literacy instruction. A content analysis of the American and Canadian literacy methods course syllabi was also conducted. Paired t test results showed no significant difference in pre-service teachers’ literacy teaching self-efficacy scores from pre-test to post-test; however, there was a significant difference in the pre-service teachers’ literacy efficacy beliefs related to oral reading from the beginning to the end of the course. A weak negative correlation was found between the Canadian pre-service teachers’ total Teachers’ Sense of Efficacy for Literacy Instruction (TSELI; Tschannen-Moran & Hoy, 2011) scores and their teaching experience specific to literacy instruction, r = − .1, p = .04. There was a positive correlation between Canadian pre-service teachers’ self-efficacy scores related to engagement and differentiated instruction and their volunteer and work experiences. A positive correlation existed between Canadian and American pre-service teachers’ self-efficacy for reading/writing connections and university coursework related to literacy instruction. Implications for literacy teacher educators and recommendations for literacy instruction are discussed.