Document Type


Publication Date


Publication Title

Journal of Behavioral & Social Sciences








Many community college students are entering college-level courses underprepared for the literacy skills required to be successful. Faculty are considered experts in their disciplines, yet are often not trained in pedagogy and literacy instruction (Furco & Moely, 2012; Moje, 2008; Tsui, 2002). We developed a questionnaire to measure faculty's (n = 231) perceptions of their role, level of self-efficacy, and classroom practice in regard to discipline- specific literacy instruction. We analyzed data using exploratory factor analysis, t-tests, and analysis of variance. The findings show that faculty have marginally positive perceptions and self-efficacy regarding incorporating discipline-specific literacy instruction in their courses. Faculty with K-12 teaching experience held significantly higher role perceptions and self-efficacy than those without K-12 experience. Further, only humanities and STEM faculty held significantly different role perceptions and self-efficacy with humanities faculty scoring significantly higher in both areas. The findings contribute a valid scale to the literacy field, provide insight for faculty development programs, and indicate areas for future research.


© 2019 Academic Research Resources, LLC.

Copyright of Journal of Behavioral & Social Sciences is the property of Academic Research Resources, LLC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.

Included with the kind written permission of the publishers.


0000-0002-2008-2555 (Perez)

Original Publication Citation

Gregory, K. H., Bol, L., Bean, T., & Perez, T. (2019). Community college faculty's attitudes and self-efficacy with literacy instruction in the disciplines. Journal of Behavioral & Social Sciences, 6(1), 14-28.