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

Abstract

Teacher self-efficacy (SLSEQ-TV), student self-efficacy (SLSEQ) and their relationship to student ability was examined.  The participants (students, n= 122 ; teachers, n = 6) completed the Woodcock-Johnson Tests of Achievement - III and a series of questionnaires.  The teachers' perceptions of the students' self-efficacy was significantly correlated with the students' abilities.  However, SLSEQ  was not correlated with their performance and the SLSEQ-TV was the same as the SLSEQ and there was no correlation between the two variables.  Finally, the SLSEQ-TV was significantly correlated with their perception of the students' self-efficacy, but was not significantly correlated with SLSEQ and the students' abilities. Keywords: self-efficacy, reading, writing, elementary