Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Michael Sampson

Second Advisor

Bonnie Johnson

Abstract

This qualitative research study delves into the lived experiences of reading teachers within the context of their classrooms and student achievement. Utilizing a phenomenological approach, the study examines the perceptions of 12 elementary reading teachers from public schools regarding the influence of teacher self-efficacy on the academic success of their students. The research questions are centered on elucidating the teachers' experiences and beliefs surrounding self-efficacy and its impact on student achievement. Teacher self-efficacy, defined as the belief in one's ability to succeed in accomplishing a task, emerges as a critical factor in teacher retention within the education profession. Through in-depth interviews and reflective discussions, the study uncovers teachers' perspectives on the significance of self-efficacy in their roles as reading instructors and its implications for their continued commitment to the profession. The findings reveal that teachers attribute great importance to their perceived efficacy in teaching reading, emphasizing that a lack of confidence in their abilities would deter them from remaining in the teaching profession. Ultimately, the study underscores the vital role of teacher self-efficacy in fostering effective reading instruction and highlights the importance of cultivating confidence and competence among educators to enhance student learning outcomes in the reading classroom.

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