Teacher efficacy often declines for beginning teachers and is frequently accompanied by feelings of burnout. Additionally, beginning teachers have not yet perfected the craft of teaching reading as they require more experiences with diverse learners and time to apply what they learned in college. Even after decades of studies examining self-efficacy beliefs, reading pedagogical knowledge, and feelings of burnout for educators, these trends continue. Self-efficacy has been studied from numerous perspectives, including motivation, emotions, mathematics instruction, and setting goals. The present study is beneficial to educational leaders to help them better understand the ways to support beginning teachers as they apply guided reading instructional practices. Additionally, this research provides a glimpse into beginning teachers' beliefs regarding self-efficacy and feelings of burnout. The mentoring program in this study was designed to focus on best practices for supporting teacher efficacy beliefs, strengthening reading pedagogy, providing opportunities to apply guided reading instructional practices in diverse learning settings, and time for reflection on personal beliefs, philosophies, and reading pedagogy.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Learning Sciences and Educational Research
Curriculum and Instruction
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Sellers, Krystal, "Strengthening Teacher Practice in Guided Reading: Supporting Teacher Efficacy and Validating Feelings of Burnout Using a Beginning Teacher Mentoring Program" (2021). Electronic Theses and Dissertations, 2020-. 760.