Self-Efficacy of Middle School Teachers Responsible for Teaching Struggling Readers

Abstract

This qualitative study answers questions about school reform by utilizing professional learning for teachers who lack self-efficacy to teach reading to middle school students. The findings included higher self-efficacy and lower burnout rates for teachers. Implications from this study include a model for professional learning that recognizes teachers as adult learners and a system of professional development that provides daily opportunities for teachers to work together over problems of practice.