PREDICTING EFFICACY TO TEACH WRITING: The Role of Attitudes, Perceptions of Students’ Progress, and Epistemological Beliefs

Steve Graham, Tien Ping Hsiang, Amber B. Ray, Guihua Zheng, Michael Hebert

Research output: Contribution to journalArticlepeer-review

Abstract

Three studies examined if teachers’ beliefs about writing predicted their efficacy to teach writing. We surveyed primary grade teachers from Taiwan (N p 782), Shanghai (N p 429), and the United States (N p 214). At each location, teachers completed surveys assessing attitudes toward writing and the teaching of writing, beliefs about students’ progress as writers, and epistemological beliefs about writing instruction, writing development, and writing knowledge. We examined if each of these beliefs made unique and statistically significant contributions to pre-dicting efficacy to teach writing after variance due to all other predictors, as well as personal and contextual vari-ables, was controlled. With one exception, these three sets of beliefs each accounted for unique variance in pre-dicting teacher efficacy at each location. There was, how-ever, variability in unique variance in teacher efficacy scores accounted for by specific beliefs across locations and the factor structure of various measures by location.

Original languageEnglish (US)
Pages (from-to)1-36
Number of pages36
JournalElementary School Journal
Volume123
Issue number1
DOIs
StatePublished - Sep 2022

ASJC Scopus subject areas

  • Education

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