Student and teacher self-efficacy and the connection to reading and writing

Oct 15, 2026

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Self-efficacy, defined as one’s belief in personal capability (Bandura, 1977), is examined as a factor linked to literacy success for both teachers and students. The study tests how teacher self-efficacy, student self-efficacy, and student ability relate, finding significant associations between teachers’ perceptions of students’ self-efficacy and students’ abilities. No link appears between students’ literacy self-efficacy and literacy ability, and teacher-perceived literacy self-efficacy does not correspond to students’ literacy self-efficacy. Teachers’ own self-efficacy relates to their perceptions of student self-efficacy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages34

Reading Time1 h 26 min

AccessFree to download

Study Focus

Self-efficacy and literacy outcomes

Teacher and student relationships

Findings

Teacher perceptions and student abilities

Student self-efficacy vs. literacy ability

Teacher self-efficacy and perceived student self-efficacy

Student and teacher self-efficacy and the connection to reading and writing Julie Corkett Nipissing University Blaine Hatt Nipissing University Tina Benevides Nipissing University Abstract Self-efficacy or the belief in one’s ability (Bandura, 1977) on the part of both teachers and students is thought to be directly related to teacher and student success. Few studies have compared teacher efficacy, student efficacy, and student ability at once. This study examined the relationship between teacher self-efficacy, student self-efficacy, and student ability. Teachers’ perceptions of the students’ self-efficacy was significantly correlated with students’ abilities; however, student literacy self-efficacy was not correlated with their literacy ability. Additionally, there was no correlation between the teachers’perception of the students’ literacy self-efficacy and the students’ literacy self-efficacy. Finally, the teachers’ self-efficacy was significantly correlated with their perception of the students’ self-efficacy. Keywords: self-efficacy, reading, writing, elementary Résumé L'auto-efficacité ou la croyance en sa capacité (Bandura, 1977) de la part de l'enseignant autant que de l'élève est considérée comme étant directement liée à la réussite de l'uncomme de l'autre. Peu d'études ont comparé en même temps l'auto-efficacité del'enseignant, celle de l'étudiant et les compétences de ce dernier. La présente étude examine le rapport entre ces trois concepts. On a découvert une forte corrélation entre la perception de l'enseignant de l'auto-efficacité de l'étudiant et les compétences de l'élève. Par contre, en matière de littératie, il n'existait pas de corrélation entre l'auto-efficacité et compétence, pas plus qu'entre la perception de l'enseignant de l'auto-efficacité del'étudiant et la réalité . Enfin, l'auto-efficacité de l'enseignant est significativement corrélée à sa perception de l'auto-efficacité de ses étudiants. Mots-clés: auto-efficacité, lecture, écriture, élémentaire CANADIAN JOURNAL OF EDUCATION 34, 1 (2011): 65–98 Student and teacher self-efficacy and the connection to reading and writing Literacy instruction has been, and continues to be, the subject of much controversy in education. Supporting the development of basic literacy skills in students is one of a teacher’s most important jobs. Research has repeatedly demonstrated that teachers may be the single most important influence on a child’s reading and writing development. In addition, schools today are expected to educate larger numbers of children to increasingly higher levels of reading and writing proficiency. In the current educational and political climate where millions of dollars are being spent on early literacy intervention, it is extremely important to investigate teacher and student beliefs with respect to literacy. Students’ literacy is influenced not only by their cognitive ability, but also by nonintellectual variables such as the student’s belief that he/she is capable of successfully performing a task (i.e., self-efficacy) . The self-efficacy students have in their ability to accomplish a task determines how much effort they initiate and the extent to which they persist when faced with obstacles and adverse situations (Bandura, 1977; Kim & Lorsbach, 2005; Tschannen-Moran & Hoy, 2001) . If students do not persist in activities that they perceive as threatening, they will maintain their debilitating expectations and fears, which may eventually lead to a state of learned helplessness (Bandura, 1977; Chapman, 1988; Kim & Lorsbach, 2005) . Teachers may play an important role in the formation of student self-efficacy and achievement. While self-efficacy on the part of both teachers and students is thought to be related directly to teacher and student success, the comparison of teacher efficacy, student efficacy, and student ability within the confines of a single study has been relatively unexplored. This study examine

FAQs

What is the study investigating about self-efficacy and literacy?

The study examines how teacher self-efficacy, student self-efficacy, and student ability are related in the context of reading and writing.

What correlation was found between teacher perceptions and student performance?

Teachers’ perceptions of students’ self-efficacy were significantly correlated with students’ abilities.

How did student literacy self-efficacy relate to students’ literacy ability?

Student literacy self-efficacy was not correlated with their literacy ability.

Oct 15, 2026

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