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.
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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.
Gregory, Kristen H.; Bol, Linda; Bean, Thomas; and Perez, Tony, "Community College Faculty's Attitudes and Self-Efficacy with Literacy Instruction in the Disciplines" (2019). Educational Foundations & Leadership Faculty Publications. 123.