Description
The purpose of this phenomenological study was to explore the nature, sources, and manifestations of possible low self-efficacy beliefs in teaching writing among elementary school teachers. Six teachers who were identified as having lower self-efficacy beliefs in teaching writing participated in 18 interviews. The interviews were designed to understand the essence of the common phenomenon of having lower self-efficacy beliefs in teaching writing as the participants described it. Using the coding process, three themes emerged: (1) lower self-efficacy beliefs in teaching writing were not internal nor permanent, (2) lower self-efficacy beliefs in teaching writing were not directly connected to positive or negative experiences with writing, and (3) lower self-efficacy beliefs in teaching writing were not more powerful than personal agency. Personal agency was the driver to strengthen self-efficacy beliefs in teaching writing. Implications for practice and recommendations for future research were identified.
