Date of Award

Fall 2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Stephen Laws

Abstract

This study examined the preparedness of middle school teachers to teach literacy strategies to middle school students. The study also examined the significance between teacher licensure pathways and their self-efficacy level as it relates to using literacy strategies in content areas. This was a mixed methods study using quantitative data collected through a survey. The survey measured the efficacy level of teachers as it relates to teaching literacy skills. The qualitative data were collected through focus groups. The research questions examined (a) how middle school teachers rate their self-efficacy as it relates to the use of literacy strategies; (b) the preparedness of middle school English language arts (ELA), science, and social studies teachers to address literacy skills; and (c) how the efficacy level of a traditionally prepared teacher compares to that of a non-traditionally prepared teacher. Data analysis indicated that ELA teachers rate their efficacy high, but there were mixed opinions from all teachers regarding the integration of literacy skills. It was noted that content teachers do not have the training needed to integrate effective literacy strategies into their instruction. Overall, teachers did not feel prepared to teach literacy skills at the completion of their teacher preparation courses, regardless of their licensure program unless they had a K-6 teaching license. There was no significance found comparing self-efficacy to licensure pathway.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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