Secondary Teachers experiences and expectations of providing literacy intervention
CONTEXT: low student achievement at secondary level requires further intervention
Assessment data shows low achievement (NAPLAN, PISA)
Policy changes provide increased resources for schools to provide literacy intervention
schools recruit literacy teachers and deliver intervention programs
HYPOTHESIS: changing expectations and low self efficacy are contributing factors to job dissatisfaction.
PD programs and resources are developed to support teachers
Literacy intervention
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Teacher Efficacy: a personal judgment of "how well one can execute courses of action required to deal with prospective situations". Expectations of self-efficacy determine whether an individual will be able to exhibit coping behavior and how long effort will be sustained in the face of obstacles. Individuals who have high self-efficacy will exert sufficient effort that, if well executed, leads to successful outcomes, whereas those with low self-efficacy are likely to cease effort early and fail.
School Level
Secondary School
Literacy Intervention
Upper Primary / Middle Years
Early Years
Adult
EAL
Reading Wars
Evidence Based Practice
Professional Learning
Teacher Education / Preparation
Studies of teacher self-efficacy
Secondary School
implementation of new initiatives
resource constraints (specialisation, timetables, curriculum, attitude to intervention, financial, PD time)
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Teacher beliefs about their roles
Teacher experience of change
introduction of new curriculum
role change (e.g. disability adjustments)
change management in schools
Resources
ITE Secondary - how is it different to primary?