TEACHERS’ SELF-EFFICACY IN EARLY GRADE LITERACY INSTRUCTION: A COMPARATIVE PERSPECTIVE

Abstract

This study investigates the instructional self-efficacy of primary school language teachers in urban and rural settings within the Sidama Region, Ethiopia, and its potential impact on early grade reading instruction. Quantitative analysis of surveys from 321 teachers revealed no significant difference in overall instructional self-efficacy between urban and rural educators. However, urban teachers reported higher self-efficacy in managing adverse community conditions, identifying optimal learning styles, and supporting visual learners. Classroom observations across two rounds showed similar teaching practices initially, but later indicated an increased emphasis on class structure and methods in urban classrooms. These findings suggest that while general teaching confidence may be similar, disparities in specific self-efficacy dimensions, potentially linked to resource access and professional development, might influence the evolution of classroom practices in urban versus rural contexts. Targeted professional development for rural teachers is recommended to address these differences.