Annals of Dyslexia

, Volume 69, Issue 1, pp 80–98 | Cite as

Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers’ self-efficacy: a latent class analysis

  • Luxi FengEmail author
  • Tracey S. Hodges
  • Hersh C. Waxman
  • R. Malatesha Joshi


Teacher self-efficacy is critical because it predicts teachers’ future behavior and impacts teacher turnover. Most teachers begin their career with moderate to high self-efficacy for teaching, but often experience a sharp decline during the first year of teaching. After the first year, their self-efficacy begins to increase but rarely rises to the level it was prior to beginning teaching. Therefore, examining first-year teachers’ self-efficacy is extremely important. Previous research generally depicts teachers as a homogeneous group, relying on variable-centered approaches and including self-efficacy as a scaling score, which may not be applicable at the individual level. Simply extending findings from the variable-centered analyses is insufficient. Therefore, the purpose of the present study is to examine the heterogeneous profiles of first-year teachers’ self-efficacy from the 2011–2012 Schools and Staffing Survey and to investigate how self-efficacy profiles are related to teacher training at the individual level. Using latent class analyses, we found three statistically distinctive classes within self-efficacy: high, moderate, and low. Regardless of teaching assignments, teachers who completed reading content courses during preparation programs and received discipline-specific mentoring during their first year dominated a higher level of self-efficacy. We conclude that these two factors are essential to preparing and retaining high-quality teachers.


Content knowledge Latent class analysis Mentorship Teacher education Teacher self-efficacy 



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Copyright information

© The International Dyslexia Association 2019

Authors and Affiliations

  • Luxi Feng
    • 1
    Email author
  • Tracey S. Hodges
    • 2
  • Hersh C. Waxman
    • 3
  • R. Malatesha Joshi
    • 3
  1. 1.Department of Psychological SciencesUniversity of ConnecticutStorrsUSA
  2. 2.Department of Curriculum and InstructionUniversity of AlabamaTuscaloosaUSA
  3. 3.Department of Teaching, Learning, and CultureTexas A&M UniversityCollege StationUSA

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