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Dissertations / Theses on the topic 'Self-Teacher'

Author: Grafiati

Published: 8 June 2024

Last updated: 31 July 2025

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1

Hammarwall, Julie. "Dimensions of Self-Motivated Teacher Collaboration." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86799.

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This qualitative study explores six English teachers’ perceptions regarding teaching collaboration. In open-ended interviews, the teachers responded to questions regarding the extent to which they were able to engage in meaningful collaboration. The study’s focus was to gain insight on the most valuable dimensions of informal and formal collaborative activities. The outcome of the study indicated that although many teachers engage in self-motivated collaborative activities, they wished to build on their experiences in different ways, incorporating more formal activities and professional develo

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2

Michali, Yvonne E. "Increasing Teacher Awareness of Self-Determination." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397663105.

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3

Berg, John A. "Teacher self-concept of teaching ability :." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992905836.

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4

Mitchell, Michelle. "Teacher Self-Efficacy and Classroom Managment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7701.

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When the classroom environment is safe, reductions in aggression and an increase in compliance with rules can be expected. Teacher self-efficacy is therefore likely to play a significant role in teachers’ participation in the change process of implementing strategies that assist with classroom management styles. The purpose of this study was to examine the relationship between teacher self-efficacy and classroom management styles (reward strategies, preventive strategies, initial corrective strategies, and later corrective strategies). Teachers’ characteristics such as age, gender, education l

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Johnson, Jennifer. "The Impact of the Teacher Evaluation System on Teacher Self-efficacy." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1628686324368452.

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6

Muhammad, Gerald. "Teacher Certification Program Types and Their Impact on Teacher Self-Efficacy." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703292/.

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The overarching purpose of the study was specifically designed to examine how teacher preparation programs contributed to novice teachers' sense of self-efficacy. The significance of this study related to how well teachers were prepared, based upon their preparation program. This qualitative methods study incorporated a research design consisting of phenomenological research. Eleven thematic findings derived based upon the participants' input after several series of data analysis and reduction, using a general deductive approach. Results showed many implications of how teacher preparation p

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Akinbode, Adenike. "Transforming self as reflective teacher : journey of being and becoming a teacher and teacher educator." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/575386.

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The nature of reflective practice in teaching and its development is the focus of this research. The research approach is reflexive narrative through systematic self-inquiry using Johns (2010) six dialogical movements. This methodology is new to researching the practice of teaching. The research process involved constructing stories of practice experiences, culminating in the construction of the reflexive narrative charting the entire journey over three years and four months. Creating the stories involved in-depth reflection using the disciplined practice of journaling. Reflection was deepened

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8

McBryde, Fiona. "Teacher self-efficacy and teacher practice : an exploration of existing research and dynamics of teacher self-efficacy in the 'Philosophy for Children' classroom." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2237.

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Teacher self-efficacy (TSE) is an often cited factor in teachers’ practice and student outcomes. However, a relatively small evidence base supporting a positive relationship between higher TSE and better practice is often cited. A systematic literature review (chapter 1) was carried out examining existing studies on TSE and teachers’ practice. A meta-analysis suggested a highly significant and moderate positive correlation between TSE and teachers’ examined practice. The correlation accounted for a limited level of variance in the data, and a narrative exploration of the studies highlighted a

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9

Sauve, Julie Ann. "Building teacher resilience : relations of self-compassion among teacher efficacy and burnout." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63227.

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Teacher burnout is a phenomenon that has received a considerable amount of research. There is good reason for this, given that growing rates of teacher burnout are associated with many negative consequences including a reduction in teacher quality and increased costs due to high teacher turnover rates. Emerging research indicates that strengthening teachers’ social and emotional competencies (SEC) may lower burnout while promoting feelings of well-being and resilience. The aim of this study was to add to the body of current research focused on investigating teacher SEC and burnout by examining

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10

Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied

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11

Gutierrez, Limary Trujillo. "Building Teacher Self-Efficacy through Administrator Feedback." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827388.

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<p> The study explored current site principals’ feedback practices that support or hinder teachers’ implementation of feedback, and identified site principal’s practices that encourage or interfere with teacher’s self-efficacy. Using qualitative interviews with site principals and teachers from two different districts and three different school sites, the study analyzed two major leadership practices: (a) an administrator’s ability to communicate effectively with teachers before, during, and after the feedback process, and (b) an administrator’s use of emoti

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12

Reynolds, Richard John. "The professional self esteem of teacher educators /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801323251.

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13

Margot, Kelly. "Teacher Self-Efficacy for STEM Talent Development." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011775/.

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In order to implement more science, technology, engineering, and mathematics (STEM) into K12 classrooms, it is important to find out whether teachers are comfortable with this pedagogy. To determine teachers' current self-efficacy of STEM pedagogy, teachers in a southern state in the United States were asked to enlighten researchers into this phenomenon. Participants were K12 teachers (n = 119) from a public school district undertaking a district-wide STEM initiative. A measure of STEM teacher self-efficacy and a demographic questionnaire were administered online to participants. STEM teacher

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14

Absaliamova, Yana. "The interrelation between self-control, self-esteem and professional self-realization of the teacher." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10638.

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15

Ying, Danjun, and 应单君. "In search of self: understanding teacher learning in a cross-institutional teacher community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44753019.

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16

Orbash, Danielle Nicole. "Perceived Teacher Power Use and Credibility as a Function of Teacher Self-Disclosure." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218140707.

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17

Bischoff, Ann Elizabeth. "Exploring connections among teacher expectations, student/teacher relationships, intrinsic motivation and self-efficacy." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406633909.

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18

King, Holly M. King. "Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment Instrument." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499723746040929.

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19

Feldstein, Linda E. "Teacher Self-Efficacy and Implicit Theories of Intelligence: Implications for Novice Teacher Retention." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499449971.

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This is a study about the beliefs novice teachers hold about their own self-efficacy for teaching, their personal implicit theories of intelligence, and the influence those beliefs might have on new teachers’ intentions to remain in the teaching profession. The theoretical framework incorporates three elements: self-efficacy for teaching, implicit theory of intelligence, and intent to remain in the teaching profession. Using person centered analysis, I examined the ways in which teacher self-efficacy interacted with implicit theories of intelligence and how those beliefs may be related to no

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Bennett, Joanna L. "Teacher self-efficacy and behaviour support in schools." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/34017.

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This study examined the relations between implementation of a school-wide approach to behaviour, School-wide Positive Behaviour Support (SWPBS) and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy. Differences in ratings of self-efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self-efficacy when controlling for school-level effects. Results are discussed

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21

Hayler, Mike. "The self-narrative character of teacher educators pedagogy." Thesis, University of Brighton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506470.

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22

Weir, Regina. "Teacher self-study| Stories of "success and survival"." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629167.

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<p> This qualitative study investigates two teachers who attempt to guide self-improvement initiatives in their school setting during and after completing a University based practicum course in special education. Fullan's (1993) framework for change agency was used to help facilitate the participants' self-improvement process. Participants were called to consider and enact self-identified changes they would like to make as teachers and to consider how these changes interact with their teaching selves and schools at large. To better understand how the self-initiated projects were carried out

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Bokun, I. "Self-access as a source of teacher development." Thesis, Апостроф, 2011. http://essuir.sumdu.edu.ua/handle/123456789/62698.

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24

Damico, Kylie. "Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn15923120276927.

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Walker, Sharon Derks. "The Effects of Mindfulness Training on Teacher Perception of Stress and Teacher Self-Efficacy." Thesis, Baker University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10757181.

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<p> Stress is a problem that affects teacher well-being; causes poor performance, teacher turnover, financial and organizational strain; and negatively impacts student outcomes (Greenberg, Brown, & Abenavoli, 2016). Addressing teacher stress is a significant challenge for school leaders with limited resources. Additionally, supporting teacher self-efficacy is an ongoing aspiration as it affects teachers, students, and organizational effectiveness. Furthermore, mindfulness has shown to be an effective means to reduce teacher stress and promote overall well-being by cultivating present momen

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26

Syverson, Alison Rollins. "Impact of the Mathematics Curriculum Coach on Teacher Instructional Practice and Teacher Self-Efficacy." Thesis, Gardner-Webb University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810108.

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<p> This mixed-methods study sought to explore the impact the role a mathematics curriculum coach has on teacher efficacy and instructional practice. </p><p> School systems across the country are being asked to do more with less money. At the same time, districts are faced with mathematics standards that require a new approach to instruction. In response to these issues, school districts are choosing to implement the role of a mathematics curriculum coach. As a result, the question is raised, “are the funds utilized for math coaches being used effectively?” This mixed-methods stu

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27

Olson, Amy Michelle. "Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/319880.

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This dissertation adds to the teacher education literature by exploring the experiences education students have of mathematics anxiety and self-efficacy for teaching and learning mathematics. Further, the utility of a specific in-service teacher professional development project, focused on improving rational number instruction, in pre-service education is evaluated, and the potential impact of professional development experiences on the anxieties and efficacy beliefs of students before they enter the teaching profession is explored. This study provides evidence of the predictive capacities o

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28

Curran, Chaney L. "In-service Teacher Perception of Feedback From Formative Evaluation Within the Teacher Appraisal Process and Its Relationship to Teacher Self-efficacy." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699855/.

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The purpose of the study is to describe the current status of and the relationships between teacher self-efficacy and in-service teachers’ perceptions and/or attitudes of (a) the quantity and quality of feedback from formative evaluation, (b) toward feedback from formative evaluation, and (c) the impact of feedback from formative evaluation on teacher self-efficacy. In addition to calculating correlation coefficients, 6 teachers were interviewed – 2 each from high, medium, and low efficacy schools. The quantitative data reported low, positive correlations between all of the factors. Statistica

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Brickman, Josefin, and Amanda Olsson. "Self-efficacy and health in Swedish teachers:Validating the Norwegian Teacher Self-Efficacy Scale in a Swedish context." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-89672.

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This study aimed to translate the Norwegian teacher self-efficacy scale (NTSES; Skaalvik & Skaalvik, 2007) and explore its validity and factor structure in a sample of 256 Swedish teachers. The ties between teacher self-efficacy and teacher burnout and self-efficacy and teacher well-being were also investigated. The results showed that the Swedish version of the NTSES had good internal consistency and adequate concurrent and convergent validity. However, results from a confirmatory factor analysis and two exploratory factor analyses did not support a factor structure equivalent to the orig

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Conner, Vickie Kay. "Awareness for Teacher Well-Being: Exploring Key Factors of Teacher Experience, Mindfulness, and Self-Efficacy." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/27954.

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Self-reported job satisfaction in K-12 teachers has decreased and it at its lowest in over twenty years. This study explored mindfulness levels?acute attentiveness and awareness of self-judgment and judgment on others?and teacher self-efficacy (TSE) levels-- how well teachers felt they perform teaching tasks?in student engagement, instructional strategies, and classroom management. The construct mindfulness and its subfactors were specifically measured for teachers? attentiveness, teachers? attitudes and willingness to forgive their weaknesses, their personal perceptions of how they act with a

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Castro, Julie Anne. "Becoming a Teacher Educator: A Self-Study of Learning and Discovery as a Mentor Teacher." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2472.pdf.

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32

Cole, Chelsea. "The Emergence of Teacher Self in the Elementary Classroom." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8640.

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Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focu

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Ceylandag, Fatma Rana. "Teacher Self-efficacy Beliefs Toward Measurement And Evaluation Practices." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610951/index.pdf.

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Teacher self-efficacy refers to teachers&rsquo<br>belief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called &ldquo<br>Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale&rdquo<br>(TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers&rsquo<br>sense of efficacy, year in teaching, and frequency of using traditional and alternative measurement and eva

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Booth, Rachel Margaret. "Shy children : behaviour with peers, self and teacher perceptions." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240837.

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Leuty, Robyn. "Lost in being : (re)situating self in teacher education." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44771.

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An important dimension of becoming a teacher is the development of a teacher identity. The research literature suggests that teacher candidates progress through three specific identities—pre-teaching, fictive and lived. While this framework provides a structure with which to consider identity development, it does not address the ways in which transitions between these identities impact teacher candidates. Drawing on Dwayne Huebner’s (1969) concept of being-in-the-world as discourse this study explores being in teacher education through the narratives of three teacher candidates (including the

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Foley, Virginia P. "Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5990.

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Ford, India Renee. "TEACHER SELF-EFFICACY AND ITS INFLUENCE ON STUDENT MOTIVATION." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1337641691.

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Fiege, Julie A. "Teacher perceptions regarding enhancing self-esteem in young children." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000fiegej.pdf.

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Steinmetz, Josefina I. "Self-efficacy and Its Impact on Teacher-leader Burnout." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936200.

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<p> <b>Purpose.</b> The purpose of this qualitative case study was to explore self-efficacy in teacher educational leadership and its connection to burnout as perceived by teacher-leaders in a confined small suburban school district.</p><p> <b>Methodology.</b> This research followed a qualitative case study research design. This approach allowed the researcher to interact extensively and intimately with the participants. This method also allowed the thorough exploration of phenomena through in-depth inquiry within a bounded system, time, place, or physical environment. Through semistructured

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Kirby, Moira. "Prevalence of Self-Determination Content in Teacher Education Programs." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/492207.

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Special Education<br>Ph.D.<br>Self-determination, as it applies to special education, has been studied extensively. While the effects of self-determination for students with disabilities are established, there is still limited knowledge of the presence of the construct in preservice teacher preparation programs. This study begins to addresses this gap. In particular, a nationwide sample of secondary general education and special education teacher preparation programs was examined. Department chairs and program coordinators were surveyed and revealed a significant difference in the mean self-de

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Sosanya-Tellez, Carla Ann. "Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/389.

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Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public educator's moral imperative is to assure that all children are literate when they leave school so they can thrive in our democracy (Dewey, 1944; Freire, 1998a; Giroux & Giroux, 2004). Yet, the achievement gap persists, as poor African-American and Latino students under-perform as compared to white middle-class students (Ladson-Billings & Tate, 1995). Additionally, public school teachers are predominately middle-class and White, wh

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Schwartz, Kimberly Ann. "Dynamics of Teacher Self-Efficacy: Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3594.

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Efficacy is created early in a career and not easily influenced over time yet states and school districts loose tremendous amounts of money annually educating and training teachers who elect to leave the profession as a result of low self-efficacy. The purpose of this study was to examine the perceived levels of self-efficacy of middle school Language Arts and reading teachers at various stages in their teaching careers in an attempt to inform the practices of teacher preparation. The Teacher Sense of Efficacy Scale along with a Teacher Demographic Survey was used to identify how preparation m

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Kang, Augustine. "Emotional Intelligence, Environment, and Teacher Self-Efficacy: A Look into the Effects of Teacher Emotional Intelligence and Socioeconomic Status of School on Teacher Self-Efficacy in K-12 Public Schools." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1516639549.

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This study sought to uncover the relationship among emotional intelligence, teacher self-efficacy, and socioeconomic status of schools amongst K-12 public school teachers. Correlations were analyzed between overall emotional intelligence and overall teacher self-efficacy, as well as between the subscales of both constructs. Furthermore, regression analysis was used to determine the predictability of teacher self-efficacy based on emotional intelligence, school socioeconomic status, and the subscales of emotional intelligence. Weak correlations were found between emotional intelligence of teach

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Logan, Amber. "The Artist Teacher as a Reflective Teacher." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8494.

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The challenges of teaching include classroom management issues, lack of time, stress, and the constraints of core standards. In response to these challenges, I determined to change my attitude about being a teacher, become more reflective about my teaching practice and curriculum, and try to connect my artistic self to my teaching self. This thesis is an autoethnographic research of my own teaching practice designed to counter the challenges I was facing as a teacher. I wanted to become less reactive and more reflective about the challenges and rewards of being an artist teacher. This thesis i

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Rosado, Melody Ann. "TITLE: EVALUATING THE RELATIONSHIP BETWEEN PSYCHOLOGICAL FLEXIBILITY, TEACHER SELF-EFFICACY, TEACHER-STUDENT INTERACTIONS, AND BURNOUT SYNDROME." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2139.

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The purpose of this study is to evaluate the relationship between psychological flexibility, teacher-student interactions, teacher self-efficacy, and burnout syndrome, in order to examine the extent to which Montessori school teachers experience psychological inflexibility, burnout syndrome, negative student-teacher interactions, and teaching inefficacy by collecting scores on a set of multiple self-report questionnaires. The present study overall attempts to provide information that can be utilized in the development of prevention-based interventions designed to decrease symptoms of stress an

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Gresham, Dana Elizabeth. "The relationships between teacher self-efficacy beliefs, teacher job satisfaction, socioeconomic status and student academic success." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539618865.

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The major purpose of this study was to assess the relationships between the perceptions of self-efficacy of a school's teachers, the job satisfaction of a school's teachers, the academic achievement of a school's students, and a school's socioeconomic status.;The theoretical base for this study centers around the work of Bandura (1982, 1995) in the area of teacher self efficacy. Additionally, Herzberg, Mausner, and Snyderman's (1959) Motivation/Hygiene Theory and Maslow's (1968) Motivation Theory provide the theoretical base for the area of teacher job satisfaction.;Teacher self-efficacy and j

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Hanson, Kelly Ann. "U for social justice : a self-study examining teacher transformation." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48522.

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The purpose of this self-study research was to create new knowledge about teacher transformation and social justice education. The research was guided by the overarching question: What is the relationship between self-knowledge and social justice education? Over the course of the two-year study, using teaching journals to develop a disciplined practice of self- reflection on social justice practices in teaching, the researcher found that the practice of teaching for social justice is enhanced through an awareness of self. The researcher described transformation with language from Theory U (Sch

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North, Christopher John. "A self-study of outdoor education in secondary teacher education." Thesis, University of Canterbury. School of Sport and Physical Education, 2015. http://hdl.handle.net/10092/10926.

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As a teacher educator, I was concerned at the passive roles that pre-service teachers (PSTs) seemed to take in my outdoor education (OE) courses and I believed that more authentic (teacher-like) experiences would assist PSTs to take more active roles. Early in this research I developed a metaphor of PSTs as passengers on the long distance flight (their degree) to the destination (of teaching) to explain some of this passivity. Using a self-study methodology, I examined a variety of ‘authentic’ learning experiences during a semester-long course. Guided by Schwab’s commonplaces, I accessed persp

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Brown, Tony. "Transforming the self : a study of transition and teacher development." Thesis, Open University, 2000. http://oro.open.ac.uk/58019/.

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Personal and professional development of teachers and trainees is studied through the training period and beyond in England. This is a study of the changing self during transition to teaching, reported through an interpretative narrative of the transitional experience. Three contexts are used: 1. The early development of the author. 2. The author's teaching and research activities with primary trainees in HE. 3. A longitudinal study of secondary trainees. A reflexive approach is used to discuss initial professional development, the growth of personal knowledge and the emergence of a teacher-se

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Zheng, Huiling Diona. "Evidence-based practices : reading comprehension instruction and teacher self-efficacy." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021726/.

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Despite growing evidence informing educators for effective reading comprehension (RC) teaching, it is unclear how extensively this evidence base is implemented in practice and teacher self-efficacy can have a role to play. Recent estimates suggest about 15% of U.K. students are below expected levels of attainment by the end of KS2. While Educational Psychologists can support the implementation of evidence base in classrooms to raise literacy standards, there is a lack of U.K. studies that examined the extent that the evidence base in RC instruction is implemented in practice and how confident

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