Guided reading: a study in teacher self-efficacy and preparedness

Previous research has focused on a variety of aspects of guided reading instruction (Tobin & McInnes, 2008; Williams, 2010; Frey & Fisher, 2010; Johnson & Keier, 2010). However, re-search that examines the instruction of guided reading with relation to novice teachers’ sense of self-efficacy is missing from the literature. This qualitative study provides researchers and practitioners with an opportunity to explore the preparation teachers undergo before teaching guided reading, teaching methods used during reading instruction, and the degree of efficacy teachers feel about their preparation and teaching practices. This study took place in a district located in Region 2, as identified by the Educational Service Center, of the Coastal Bend of Texas (2015). This district is 3A and placed in a rural community, surrounded by a small town. The findings revealed that novice teachers’ self-efficacy and preparedness in the instruction of guided reading varied greatly. All three novice teachers had varying senses of self-efficacy and all teachers utilized various resources from Bandura’s (1977) Self-efficacy Theory. Additionally, all three teachers drew from varying Social Learning Theories (Bandura, 1971) which influenced their teaching. Finally, Rotter’s (1966, 1990) Locus of Control was used to explain teacher’s senses of self-efficacy. The results of this study have implications for researchers and instructors of guided reading, administrators, novice teachers, and established teachers. This study also has implications for clinical teacher preparation programs. Additionally, this research shares information that can be used to further literacy instruction including, but not limited to, how teachers utilize classroom resources and training.