An exploration of Amharic language teachers’ knowledge and selfefficacy beliefs towards explicit reading instruction
Keywords:
explicit reading instruction, teacher knowledge, self-efficacy beliefs, background informationAbstract
This descriptive survey study assessed Amharic language teachers' knowledge and self-efficacy beliefs regarding explicit reading instruction strategies. Data from 74 Grade 1–4 teachers in Gondar city, selected via convenience sampling, were collected using questionnaires assessing perceived knowledge and self-efficacy, as well as an actual knowledge test. One-sample t-tests revealed that teachers' perceived knowledge (t (73) = 4.20, p < .001) and self-efficacy (t (73) = 20.28, p < .001) were significantly higher than expected, while actual knowledge scores (t (73) = -11.31, p < .001) were significantly lower. MANOVA indicated no significant differences in knowledge or self-efficacy based on educational level (F (3, 70) = 1.147, P = .336, Wilks’ Lambda = 0.95) or teaching experience (F (6, 138) = 1.59, Wilks’ Lambda = 0.88). The observed gap between teachers’ perceived and actual knowledge suggests potential limitations in both pre-service and in-service teacher training, highlighting the need for research-based professional development in effective reading instruction and further investigation into the causes of this knowledge-performance gap.
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