An Exploration of Irish Primary Teachers’ Knowledge of the Science of Reading and How It Relates to Their Self-Efficacy for Teaching Reading

In Ireland, teachers have a central role in the identification, allocation of resources, and provision of intervention for children experiencing reading difficulties, yet little is known about Irish teachers’ knowledge and self-efficacy for teaching reading. Underpinned by a conceptual framework which focussed on teacher professional competence, these elements were studied in the present research. This observational, descriptive and cross-sectional study used a quantitative approach. An online survey which explored content knowledge of reading psychology and development, language structure, and self-efficacy to teach reading, was completed by 392 primary school teachers. Teacher characteristics associated with both knowledge and self-efficacy were explored. Findings suggested that teachers lacked certainty and also held a number of misconceptions regarding reading psychology and development, that they lacked knowledge of language constructs needed to explicitly teach reading and that they reported low levels of self-efficacy for teaching reading, particularly in relation to the nature of reading development. The importance of strong teacher knowledge and high self-efficacy when supporting struggling readers was emphasised. Findings showed a correlation between content knowledge and self-efficacy; however, it was noted that teachers often overestimated their knowledge. Implications for teacher training and professional development as well as education and educational psychology practice, were explored.