Abstract

This study investigated the factors that influence teacher self-efficacy in the area of writing instruction in a district that had recently adopted a new writing curriculum. Twenty one teachers from first through eighth grade with 1 to 35 years of experience were interviewed about their personal writing histories and their experiences teaching writing in their own classrooms. Participants discussed their personal writing histories and the factors that support or hinder their writing instruction. Common positive influences included rewarding personal writing experiences, a mentor teacher or role model, peer collaboration and a positive attitude toward writing. Negative influences included insignificant or negative personal writing experiences, insufficient training for teaching writing, vague guidelines for evaluating writing and pressures from the school environment.