Balancing the pendulum : a single case study of early-career teachers’ perspectives on the influence of preservice education self-efficacy in teaching literacy in New York.

Teachers often leave their preservice programs without the skills to deliver effective, evidence-based literacy instruction (Tortorelli et al., 2021). A review conducted by the National Council on Teacher Quality of 702 teacher preparation programs found that only 28% of teacher education programs adequately addressed the five essential components of reading instruction, including phonemic awareness, phonics, fluency, vocabulary, and comprehension, which collectively underpin the Science of Reading (Holston et al., 2023). More troubling, approximately 40% of these programs continued to endorse instructional practices that contradict well-established reading research (Holston et al., 2023). Existing research indicates that many teacher education programs failed to prepare candidates to implement evidence-based literacy practices (Buck, 2024; Lewis-Spector, 2016; Solari et al., 2023). In New York State, where this study was conducted, none of the 19 State University of New York teacher preparation programs provided comprehensive instruction across all five reading components (Holston et al., 2023). Consequently, examining the factors that shape early-career teachers’ self-efficacy to teach literacy is critical. This study explored how early-career teachers with 1-5 years of experience perceive the influence of their preservice education on their self-efficacy in teaching literacy. Grounded in Bandura’s (1977) self-efficacy theory, the study examined four domains of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological states. Data were collected through a questionnaire, semi-structured interviews, and a focus group to answer the research question: How do early-career teachers in New York state perceive the influence of their preservice education on their self-efficacy in teaching literacy? Findings identified six overarching themes influencing participants’ self-efficacy. Hands-on experiences as a foundation for literacy self-efficacy and the importance of structured mentorship and observation opportunities emerged as core contributors to literacy self-efficacy. While gaps in preservice preparation and limited observation opportunities undermined teachers’ self-efficacy. Additionally, validation and growth through constructive feedback, emotions influencing self-efficacy, and external influences were distinct factors affecting early-career teachers’ self-efficacy in teaching literacy.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2026

Author dc:creator

• Hurteau, Kaela, 1987-

Advisor dc:contributor.advisor

• O'Connor Marsano, Erin.

• Preservice education.
• Self-efficacy.
• Literacy instruction.
• Albert Bandura.
• Science of reading.
• Teacher preparation.
• Early career teachers.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14682

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14682