An Analysis of Teacher Efficacy and Perspectives about Elementary Literacy Instruction


  • Joy Abernathy-Dyer East Baton Rouge Parish School System
  • Evan Ortlieb Monash University
  • Earl H Cheek Louisiana State University


teacher efficacy, literacy, reading, perspectives, elementary education


At the core of every teacher is a set of beliefs and knowledge regarding teaching and learning. As a teacher develops her expertise, curricular practices are refined and self-efficacy is enhanced. Teachers possess varying degrees of efficacy and perceptions that impact literacy instruction within their classrooms. Yet, often times they are mandated to teach in certain ways to achieve desirable student outcomes, even when they may not agree with the methods or processes wholeheartedly. The purpose of this study is to explore some of the issues that change teachers’ instructional practices in the classroom and to reveal some of the issues that influence as well as hinder instructional reform within that setting. This qualitative case study uses observations, interviews, and questionnaires to highlight teacher efficacy from four first-grade teachers. Testing data indicate students achieve both because of instruction and teachers’ willingness to implement the reading program with fidelity. Findings from this study can assist in setting up professional development, serving as a guide for providing warranted support for student learning and teacher knowledge, and fostering considerations for including teachers in the important stages regarding the planning and implementation of classroom literacy instruction.

Author Biographies

Joy Abernathy-Dyer, East Baton Rouge Parish School System

Joy Abernathy-Dyer currently serves as a principal in East Baton Rouge Parish. She is dedicated to improving reading instruction as evidenced by her many years of classroom teaching and her recent work with the East Baton Rouge Parish School Board.

Evan Ortlieb, Monash University

Earl H Cheek, Louisiana State University

Earl H. Cheek, Jr. has substantially added to the field of diagnostic and prescriptive reading education as evidenced by over 100 peer-reviewed publications over his career. His areas of expertise include remedial reading instruction, reading teacher preparation, and best practices in primary/adolescent reading education.





How to Cite

Abernathy-Dyer, J., Ortlieb, E., & Cheek, E. H. (2013). An Analysis of Teacher Efficacy and Perspectives about Elementary Literacy Instruction. Current Issues in Education, 16(3). Retrieved from