Development and Validation of the Literacy Coach Self-Efficacy Scale

ABSTRACT

It is well documented that literacy coaches engage in a wide variety of tasks related and unrelated to their role. However, little is known about their efficacy beliefs related to performing these tasks. In this article we describe the development and initial testing of the Literacy Coaching Self-Efficacy Scale that was designed and created to assess K-12 literacy coaches' self-efficacy beliefs for coaching tasks. The items on the scale reflect our review of the International Literacy Association’s 2017 standards for literacy coaches. Evidence of test content was examined based on review from experts in the fields of literacy coaching and self-efficacy. Validity evidence was explored through correlations with other previously established instruments. Exploratory factor analysis yielded three distinct factors and results indicated a high level of internal consistency. A summary of participant efficacy beliefs regarding coaching tasks are discussed, n = 100. The results of this study will support school districts, teacher preparation programs, and individual coaches to monitor beliefs related to performing literacy coaching tasks and provide insights into the tasks that a coach may need additional support to perform.

KEYWORDS:

• literacy coach
• efficacy
• scale development
• coaching tasks
• professional development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the Center for the Advancement of Research and Scholarship (CARS) .