Abstract
This article describes the development and initial testing of the Elementary Literacy Coach Self-Efficacy Survey, a new instrument designed and created to assess literacy coaches’ efficacy for coaching-specific tasks. A synthesis of literature on literacy coaching tasks and experts in the coaching field were used to craft the Elementary Literacy Coach Self-Efficacy Survey items. Construct validity of the survey items was explored through correlation with other established instruments. Exploratory factor analysis was performed on the survey yielding three factors. Results indicated a high level of internal consistency, and correlations and factor analyses supported the construct validity of the instrument. The results from this study allow researchers to better understand the beliefs of elementary literacy coaches regarding tasks specific to their roles as literacy coaches. Furthermore, the results provide direction for targeting professional development and training of elementary literacy coaches.
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