Abstract
Increasingly, coaching-based professional development models are used to support classroom teachers' implementation of the literacy interventions. Research suggests that these models may positively impact classroom teachers' self-efficacy, which is critical to effective literacy instruction. The current study uses the context of a coaching-based professional model, the Targeted Reading Intervention, to examine how changes in three measures of teachers' sense of efficacy related to changes in students' literacy outcomes. Multilevel models suggest a significant and positive association between teachers' classroom management efficacy and students' growth in literacy skills. Both directions for future research and implications for practitioners are discussed.
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